3. Reflection

Jump to: Reflective Activities | Further Reading | Research Briefings | Diagrams and Figures

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Reflective Activities

Dilemmas, Reflection and Effectiveness

• To review experienced dilemmas
• To identify and interrogate assumptions about teaching by identifying alternative interpretations
• To consider the bases of comparison used in learning and teaching

The Meaning of Reflective Teaching

• To identify a focus worthy of enquiry
• To deepen reflective collaboration with colleagues
• To use a set of professional standards to support professional learning

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Further Reading

Notes on Further Reading

• Overview
• Dilemmas, reflection and effectiveness
• The meaning of reflective teaching

Useful links

• Teacher education and reflective practice
• TLRP: books, commentaries and other publications
• SFRE: Unlocking Learning, final report

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Research Briefings

• Making a Difference: Collaborating with users to develop educational research
• Reviewing Reviews: Towards a better understanding of the role of research reviews
• IT for Education Research: using new technology to enhance a complex research programme
• Large-scale data sets: A resource for testing hypotheses in education
• ‘Evidence based policy’ What evidence? What basis? Whose policy?
• Assessment of significant learning outcomes
• Transparency in planning, warranting and interpreting research
• Quality Criteria for the Assessment of Education Research in Different Contexts

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Diagrams and Figures

• Figure 3.1 The process of reflective teaching
• Figure 3.2 A comparison of teachers’, researchers’ and politicians’ knowledge
• Figure 3.3 Common dilemmas faced by teachers
• Figure 3.4 Evidence-informed practice
• Figure 3.5 Regulations for the education of pupil teachers, 1846
• Figure 3.6 Coaching wheel for reflecting against professional standards