Reflective practice and professional development / Peter Tarrant.

Includes bibliographical references and index.

Machine generated contents note: 1. What is reflective practice? -- Why this book? -- Why do we need to reflect? -- What is reflection? -- What is the impact on practice? -- Focus reflection questions -- 2. What does reflective practice look like? -- Different forms of reflection -- Initial teacher education and reflective portfolios -- Mentoring -- Management-initiated reflection -- Opportunities to work with a peer -- Incidental and anecdotal professional reflection -- Models of reflection -- Professional monologues -- A counselling approach -- Other considerations -- 3. How can we make reflective practice more effective? -- A constructivist approach -- Problems with terminology -- Peer tutoring -- Peer learning -- Professional articulations -- Advantages of the professional monologue -- Comments from teachers about reflection -- Professional monologues: a person-centred approach -- Setting the agenda -- Loaded questions -- An alternative vision -- Variation.

Contents note continued: 4. The challenges, benefits and possible solutions to using reflection in a professional context -- Getting started: Key features -- Motivation to reflect -- The need for reflective practice -- Introducing this approach as a leader -- Developing the core skills required -- Question banks -- Skills -- Establishing structure and ground rules (including pairings) -- Developing a structure to support the interactions -- Accountability tools -- Moral considerations -- Challenges and possible solutions -- Peer learning with observation -- Peer learning without observation -- 5. How does reflective practice fit into the b̀ig picture'? -- Kinds of accountability -- How is it currently done -- Peer learning and professional review -- Paper trails -- Into action -- Is there another way? Can we integrate some of these approaches? -- Progression: A raft of approaches -- 6. What do teachers and students think of p̀eer learning interactions'?

Contents note continued: The aim of the peer learning interactions research -- Methodology -- Case study 1: Heather -- Case study 2: Teresa -- Case study 3: Darren -- 7. Reflective practice for children and young people -- The pilot study -- Peer learning for pupils -- The full study -- Word list -- 8. How do we support putting reflection into practice? -- From reflection into practice -- Reflection: total success? -- Reflection: partial success? -- Reflection: mostly challenging? -- Looking for support -- Reflection: experimenting? -- Practice making sense of practice -- What might it look like? -- Changing practice, changing attitudes, changing values -- 9. Reflecting on reflections: reflections on reflecting -- Through the mirror -- The challenges and frustrations of reflective practice -- Who is it all for? -- A management role? -- Variations -- Reflecting on reflections -- Combining roles -- Appendices -- Appendix 1 Peer learning interactions: question bank.

Contents note continued: Appendix 2 Reflective practice record pro forma 1 -- Appendix 3 Reflective practice record pro forma 2 -- Appendix 4 Meta-learning workshop -- Appendix 5 Vocabulary cards -- Appendix 6 Interviewing for learning -- Appendix 7 Focus for learning -- Appendix 8 Meta-learning for pupils -- Appendix 9 Questions on what and how we learn -- Appendix 10 Stem starters.

The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development.