Reflective Teaching: Effective and Evidence-Informed Professional Practice
By A. Pollard, Janet Collins, N. Simco, S. Swaffield, J. Warin, P. Warwick. 2002
152 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/850e0f328594cf8c539ddc7b794ce7e2fbb9169e
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Citations in the corpus
- Student teachers’ experiences of initial teacher preparation in England: core themes and variation (2008, background): “planning, assessment) facilitates both the creation of appropriate in-class teaching methodologies for different settings and the informed management of their own learning and development as teachers (Furlong and Maynard 1995; Pollard 2002).”
- Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability (2018, background): “One of the ways that they can start searching for the reasons why they did something in class or why they chose a certain approach in solving certain problems, is to apply reflection [22,23] with the aim of disclosing the reasons for certain actions and enabling student teachers to learn from their ”
- Can reflective practice be taught? (2010, background): “…practice is “a set of abilities and skills” (Moon 1999, 63), that “practical guides to ways of reflecting” on educational issues can be proffered (Pollard 2002, 6), that a “method of achieving” professional judgement can be employed (Tripp 1993, 8) and that “its evolution and its method can…”
- Resolving identity dissonance through reflective and reflexive practice in teaching (2006, background): “Gaining self-knowledge cannot be ‘done’ in a single sitting, it is a conscious developmental process which continues throughout life (Pollard et al., 2002).”
- The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “In addition, teachers were found to perform best as they strived to learn and acquire competence (Pollard, 2002).”