Development of a Reflective Teaching Approach in the Primary School
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| Title: | Development of a Reflective Teaching Approach in the Primary School |
|---|---|
| Language: | English |
| Authors: | Huntley, Ray |
| Source: | Education 3-13. Mar 2005 33(1):20-25. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Longitudinal Studies, Reflective Teaching, Teaching Methods, Elementary Education, Program Effectiveness, Instructional Design, Instructional Development, Instructional Effectiveness, Instructional Improvement, Instructional Innovation, Curriculum Implementation |
| DOI: | 10.1080/03004270585200051 |
| ISSN: | 0300-4279 |
| Abstract: | The article examines the approach taken in one primary school to introduce a reflective teaching approach, following an OFSTED inspection. By considering the development of reflective teaching and learning, the development of a working mode and the types of skills needed in order to teach in a reflective manner, it reports on the outcomes from the viewpoint of the headteacher at the time, and the group of teachers who were asked to implement the new approach. It concludes with a challenge for longitudinal studies into such a development. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 8 |
| Entry Date: | 2009 |
| Accession Number: | EJ836599 |
| Database: | ERIC |
| Abstract: | The article examines the approach taken in one primary school to introduce a reflective teaching approach, following an OFSTED inspection. By considering the development of reflective teaching and learning, the development of a working mode and the types of skills needed in order to teach in a reflective manner, it reports on the outcomes from the viewpoint of the headteacher at the time, and the group of teachers who were asked to implement the new approach. It concludes with a challenge for longitudinal studies into such a development. (Contains 3 tables.) |
|---|---|
| ISSN: | 0300-4279 |
| DOI: | 10.1080/03004270585200051 |
