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Home > Reflective Teaching in Secondary Schools > 1. Becoming a reflective professional > 1. Identity > Further reading > Learning and teaching through life


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Learning and teaching through life

The connections between school education and lifelong learning, and their consequences, are explored in:

  • Riddell, R. (2010) Aspiration, Identity and Self Belief: Snapshots of Social Structure at Work. London: IOE Press.
  • Evans, K. (2009) Learning, Work and Social Responsibility: Challenges for Lifelong Learning in A Global Age. New York: Springer-Verlag.
  • Hodgson, A., Spours, K. and Waring, M. (2011) Post-Compulsory Education and Lifelong Learning Across the United Kingdom: Policy, Organisation and Governance. London: IOE Press.

For longitudinal studies of social influences on pupil learning and careers at school, see:

  • Pollard, A. with Filer, A. (1996) The Social World of Children’s Learning, London: Cassell.
  • Pollard, A. and Filer, A. (1999) The Social World of Pupil Career, London: Cassell.
  • Filer, A. and Pollard, A. (2000) The Social World of Pupil Assessment, London: Continuum. Biesta, G., Field, J., Hodkinson, P., Macleod, F. and Goodson, I. F. (2011) Improving Learning Through the Lifecourse: Learning Lives. Abingdon: Routledge.

The long-term consequences of schooling are quantified in:

  • Feinstein, L., Vorhaus, J., and Sabates, R. (2008) Learning Through Life: Future Challenges. Foresight Mental Capital and Wellbeing Project. London: The Government Office for Science.

There is now a substantial literature on the challenges of transition to, and transfer across, sectors of the education system. The following titles include several on the initial adjustment to school in the early years as well as the move from primary to secondary school.

  • Nicholls, G. and Gardner, J. (1998) Pupils in Transition, London: RoutledgeFalmer.
  • Rader, D. and Harris Sittig, L. (2003) New Kid in School: Using Literature to Help Children in Transition, London: Eurospan.
  • Measor, L. and Woods, P. (1984) Changing Schools, Milton Keynes: Open University Press.
  • Galton, M. and Willcocks, J. (1983) Moving from the Primary School, London: Routledge and Kegan Paul.
  • Galton, M., Gray, J. and Ruddock, J. (2003) Transfer and Transitions in the Middle Years of Schooling (7 - 14): Continuities and Discontinuities in Learning, London: Department for Education and Skills (443).

A book that will provide insights into the quality of children's life outside of school and within urban environments is:

  • Christensen, P. and O'Brien, M. (2002) Children in the City, London: RoutledgeFalmer.

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