EDUSPPP2 - Secondary Professional Practice Placement- 2 (SPPP2): Growing responsibility for the planning, conduct, and evaluation of classroom lessons - Pre-Service Secondary Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

eBooks

Becoming a Critically Reflective Teacher by Stephen D. Brookfield
ISBN: 9781119049708
Publication Date: 2017-02-13
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you... Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Learning to Teach in the Secondary School by Julia Lawrence (Editor); Susan Capel (Editor); Marilyn Leask (Editor); Sarah Younie (Editor); Elizabeth Hidson (Editor)
ISBN: 9781032062280
Publication Date: 2022-07-29
The market leading text for beginning teachers on all undergraduate, postgraduate and school-based routes to QTS, this is an essential introduction to the key skills and knowledge needed to become a successful teacher. Offering advice on all aspects of teaching and learning, this ninth edition has been thoroughly updated to reflect changes in the field and covers key new topics, including the science of learning, online pedagogies and working with your mentor. There are also expanded units on diversity and inclusion and teacher wellbeing. The text includes a wealth of examples and tasks to support you in successfully applying theory to practice, and in critically reflecting on and analysing your practice to maximise pupil learning. The wide range of pedagogical features supports both school- and university-based work up to Masters level. Written by experts in the field, the 41 concise units are underpinned by evidence-informed practice and focus on what you need to know to thrive in the classroom, including: lesson planning; curriculum; managing behaviour; online lessons and digital resources; effective communication with pupils; how pupils learn; assessment, marking and feedback; diversity and inclusion; special educational needs and disabilities (SEND); managing stress, workload and time; applying for jobs, developing as a professional and networking. The book is extended and enhanced through a companion website that includes: Animated explainer videos, to introduce and summarise key topics; A selection of downloadable and editable tables and figures from the book, so that the most practical elements can be taken out of study and into practice; Additional material and interactive features to support selected units, such as focus questions for lesson observations, and flashcards to help analyse student behaviour; Bonus content, including 'Starting to Teach' chapters and a mapping document, supporting you to make links between the ninth edition chapters and key teaching standards. Supported by the subject-specific titles in the Learning to Teach Subjects in the Secondary School and A Practical Guide to Teaching Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.
Shaping Future Schools with Digital Technology by Shengquan Yu (Editor); Hannele Niemi (Editor); Jon Mason (Editor)
ISBN: 9789811394386
Publication Date: 2019-09-04
This book presents an overview of education technology and its use in schools, with a primary emphasis on best practices of technology enhanced learning; how new technologies such as mobile, augmented and wearable technologies affect instructional design strategies; and the content curriculum development process. Providing insights into the future of education and the upcoming pedagogies that will be applied in schools, it helps educators and other stakeholders make innovations for the new generations of learners in the 21st century. The use of emerging technologies such as mobile and ubiquitous technologies, context-aware technology, augment-reality, and virtual reality is contributing to making education adaptive and smarter. With the ever-changing technologies, how to equip teachers with these digital skills and transform their teaching style is also important to ensure that school education is more individualised and customised for students. Offering a global perspective with integrated practical cases, this timely book is of interest to educators, teachers, and education policymakers. And although most of the authors are from the academia, it provides non-experts with a novel view of what future schools will be like with the help of technology.

Course Materials

Week 1

Learning to Teach Progression

The Reflective cycle as an intern

Required Reading

Brookfield, S. D. (2017). What is Critically Reflective Teaching. In Becoming a critically reflective teacher (Chapter 1, pp. 1-21). John Wiley & Sons.‏

Recommended Readings

Meierdirk, C. (2017). Reflections of the student teacher. Reflective Practice, 18(1), 23-41. DOI: 10.1080/14623943.2016.1230054

Week 2

Learning to Teach Progression

Collaborative reflections

UAE National Teacher Professional Standards

Required Reading

UAE National Teacher Professional Standards

Recommended readings

Godínez Martínez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers?. Reflective Practice, 19(4), 427-446. DOI:10.1080/14623943.2018.1479688

Reflective Journal Entry 1 due

Week 3

Introducing the Try-and-Assess (TAP) cycle

Gaining confidence in trying it out

Peer-to-peer collaboration

Required Reading

Brookfield, S. (2017). Learning from Colleagues Perceptions. Becoming a critically reflective teacher (pp. 115-134). Jossey Bass.

Chapter 7

Recommended Reading

Marathe, A., & Sen, A. (2021). Empathetic reflection: reflecting with emotion. Reflective Practice, 22(4), 566-574. DOI:10.1080/14623943.2021.1927693

Week 4

TAP cycle

Testing a pedagogic focus – planning, trying out and reflecting

Peer-to-peer collaboration

Required Reading

Cajkler, W., & Wood, P. (2014). Lesson study in initial teacher education. In Lesson Study (pp. 107-127). Routledge.

Recommended Reading

Clarà, M., Mauri, T., Colomina, R., & Onrubia, J. (2019). Supporting collaborative reflection in teacher education: A case study. European Journal of Teacher Education, 42(2), 175-191. DOI: 10.1080/02619768.2019.1576626

Reflective Journal Entry 2 due

Week 5

TAP cycle

Testing a pedagogic focus – refining and trying out refinements

Required Reading

Ketsing, J., Inoue, N., & Buczynski, S. (2020). Enhancing Pre-Service Teachers' Reflective Quality on Inquiry-Based Teaching through a Community of Practice. Science Education International, 31(4), 367-378. https://doi.org/10.33828/sei.v31.i4.5

Recommended Reading

Wilson, E. (2015). How to Do Action Research. School-based research (pp. 107-123). Sage.

Week 6

TAP cycle

Active learning approaches

Hands-on learning activities

Required Reading

Harris, C. (2022). Active learning. In Capel, S., Leask, M., Younie, S., Hidson, E. & Lawrence, J (Eds.), Learning to teach in the secondary school: A companion to school experience (9^th Ed., pp.). Routledge.

Recommended Reading

Brooks, D. C. (2019). Active learning classrooms (ALCs). Shaping Future Schools with Digital Technology, 41-56.

Reflective Journal Entry 3 due

Week 7

TAP cycle

Assessment for and as learning within the TAP cycle

Required Reading

Earl, L. M. (2012). Assessment of learning, for learning, and as learning. In Assessment as learning: Using classroom assessment to maximize student learning. (Chapter 3, pp 25-33). Corwin Press.

Recommended reading

Assessment of/for/as Learning. (n.d.). T&L National Forum for the enhancement if teaching and learning in higher education. Retrieved from https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/#1540351869340-24771924-d42a

Week 8

TAP cycle

Student voice in planning for learning – gathering data to inform the TAP cycle

Required Reading

Mayes, E., Black, R., & Finneran, R. (2021). The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study. Cambridge Journal of Education, 51(2), 195-212. DOI: 10.1080/0305764X.2020.1806988

Recommended Reading

McIntyre, D., Pedder*, D., & Rudduck, J. (2005). Pupil voice: Comfortable and uncomfortable learnings for teachers. Research papers in education, 20(2), 149-168. DOI: 10.1080/02671520500077970

Reflective Journal Entry 4 due

Week 9

TAP cycle

Multimodalities in reflection

Exploring alternate ways of reflection

Required Reading

Hahl, K. (2021). Student teachers’ experiences of using photos in teacher reflection. Reflective Practice, 22(1), 115-127. https://doi.org/10.1080/14623943.2020.1854212

Recommended Reading

Williams, A. T. (2020). Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection. Reflective practice, 21(5), 699-711. DOI: 10.1080/14623943.2020.1798917

Week 10

TAP Cycle

Summative assessment or assessment of learning (AoL)

Required Reading

Booth, N. (2022). Using assessment data effectively: Making better decisions for teaching and learning. In Capel, S., Leask, M., Younie, S., Hidson, E. & Lawrence, J (Eds.), Learning to teach in the secondary school: A companion to school experience (9^th Ed., pp.). Routledge.

Recommended Reading

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2011). Can teachers’ summative assessments produce dependable results and also enhance classroom learning?. Assessment in Education: Principles, Policy & Practice, 18(4), 451-469. DOI: 10.1080/0969594X.2011.557020

Reflective Journal Entry 5 Due

Week 11

Pedagogic Innovation and Risk-Taking

Bringing it all together towards professional membership as a practising teacher

Required Reading

Howard, P., Becker, C., Wiebe, S., Carter, M., Gouzouasis, P., McLarnon, M., ... & Schuman, L. (2018). Creativity and pedagogical innovation: Exploring teachers’ experiences of risk-taking. Journal of Curriculum Studies, 50(6), 850-864. DOI: 10.1080/00220272.2018.1479451

Recommended Reading

Brookfield, S. (2017). Negotiating the risks of critical reflection. In Becoming a critically reflective teacher (pp. 115-134). Jossey Bass.

Chapter 13

Portfolio due

Portfolio presentations

Pre-Service Secondary Postgraduate Diploma in Education: EDUSPPP2 - Secondary Professional Practice Placement- 2 (SPPP2): Growing responsibility for the planning, conduct, and evaluation of classroom lessons

COURSE DESCRIPTION

eBooks

Course Materials