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Developing as a Reflective Secondary Teacher. Developing as a Reflective Secondary Teacher
Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons.
The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils' progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher.
The book comes with access to a companion website, where you will find:
- Videos of real lessons so you can see the skills discussed in the text in action
- Transcripts from teachers and students that you can use as tools for reflection
- Links to a range of sites that provide useful additional support
- Extra planning and resource materials.
If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE.
Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.
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What Reviewers Are Saying
'This book provides excellent insights into the nature and professional requirements of a secondary history teacher....it provides a breath of fresh air for everyone concerned with history teacher education...[and] will serve as a first-rate core text for students and provide valuable insights for their mentors' - Journal of Education for Teaching
'This book is relevant not only to PGCE History students, but also to experienced Teachers of History and those who wish to demonstrate how this subject can drive cross-curricula innovations within schools' - Russell Manning, University of Birmingham