Becoming Reflective
Becoming a Reflective Practitioner
A busy teacher does not have hours to spare on reflection, so the work has to fit into the day. This chapter sets out the practical tools, the people to reflect with, the plans to record growth, and the working idea of professionalism that holds the practice together.
Four entry tools for busy teachers and the question of who to reflect with: self, students, colleagues, families
Using the cognitive levels as a scaffold for reflection and as a frame for setting career objectives
A working PDP cycle for recording skills, planning growth, and reflecting on what changed
The case for reflection in a knowledge economy and Ghaye’s three-part learning process
Pastoral and academic roles, professionalism in action, and reflecting on identity
Working relationships with pupils, colleagues, and the wider school
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