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This is a practical guide to reflective practice for teachers and
trainee teachers in the FE and skills sector. Reflective practice
is a key element of teaching and this comprehensive and accessible
guide introduces and explains this area of practice for trainee and
new teachers. It asks 'what is reflective practice?' and includes
an exclamation of the processes of reflection and tips on
reflective writing. Many trainees and new teachers need support in
reflective practice. Written for all those working towards QTLS,
this text gives practical guidance on how to become a reflective
practitioner and examines how this relates directly to teaching in
the FE and skills sector, and how reflection can benefit teaching.
This second edition includes new chapters on 'reflective teaching
and learning' and 'reflection-re-action', a new Theory Focus
feature. Richard Malthouse has extensive knowledge of education and
training in the UK and abroad. He currently works in training
design and performance needs analysis for a large law enforcement
agency. Alongside this, Richard is the director of a successful
company offering coaching to individuals. Richard is a Doctor of
Education and a Fellow of the Institute of Learning. Jodi
Roffey-Barentsen is Programme Manager of the BA (Hons) in Education
and the Foundation Degree in Learing Support at Farnborough College
of Technology and is involved in a range of initial teacher
training programmes. Jodi also works as a consultant for the
Institute of Learning. Jodi is a Doctor of Education and a fellow
of the Institute for Learning.
This text provides an accessible and up to date guide to study
skills for all those undertaking degrees and foundation degrees in
policing. It will also be relevant to degree courses in criminology
and criminal justice. Efficient study skills pave the way to
successful learning. This book helps policing students with all
aspects of their studies including identifying how they learn best,
effective note-taking, how to be critical and analytical in their
reading, writing and thinking, how to carry out research and
writing a final dissertation.
This is a practical guide to reflective practice for teachers and
trainee teachers in the FE and skills sector. Reflective practice
is a key element of teaching and this comprehensive and accessible
guide introduces and explains this area of practice for trainee and
new teachers. It asks 'what is reflective practice?' and includes
an exclamation of the processes of reflection and tips on
reflective writing. Many trainees and new teachers need support in
reflective practice. Written for all those working towards QTLS,
this text gives practical guidance on how to become a reflective
practitioner and examines how this relates directly to teaching in
the FE and skills sector, and how reflection can benefit teaching.
This second edition includes new chapters on 'reflective teaching
and learning' and 'reflection-re-action', a new Theory Focus
feature. Richard Malthouse has extensive knowledge of education and
training in the UK and abroad. He currently works in training
design and performance needs analysis for a large law enforcement
agency. Alongside this, Richard is the director of a successful
company offering coaching to individuals. Richard is a Doctor of
Education and a Fellow of the Institute of Learning. Jodi
Roffey-Barentsen is Programme Manager of the BA (Hons) in Education
and the Foundation Degree in Learing Support at Farnborough College
of Technology and is involved in a range of initial teacher
training programmes. Jodi also works as a consultant for the
Institute of Learning. Jodi is a Doctor of Education and a fellow
of the Institute for Learning.
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