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TEACHER AS A RESEARCHER/ REFLECTIVE PRACTITIONER Paula Zwozdiak-Myers From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010 CHAPTER 17
OBJECTIVES At the end of this chapter you should be able to: understand what is meant by the teacher as a reflective practitioner, an extended professional and as a researcher; understand the role of reflective teaching in developing your expertise as a teacher and improving the quality of pupil learning; have some insight into the range of questions which can be addressed through lesson observation; know about some techniques available for gathering information about teaching and learning in PE lessons – including action research; Check the requirements for your course to see which relate to this chapter. From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
CONTENTS The teacher as a reflective practitioner, an extended professional and as a researcher Preparing to be a reflective practitioner in your ITE course Learning through observing other teachers Learning through others observing your teaching Learning through self-reflection on your own teaching Action research The value of research into your teaching From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
FURTHER INFORMATION To explore this material further, read: Zwozdiak-Myers, P. (2010) Teacher as a Researcher/Reflective Practitioner, in S. Capel and M. Whitehead (eds) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (third edition), London: Routledge. From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
PLANNING FOR AN INCLUSIVE APPROACH TO LEARNING AND TEACHING Philip Vickerman From: Learning to Teach Physical Education in the Secondary School 3rd edition,
MANAGING YOUR TIME AND STRESS Susan Capel From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 UNIT 1.3.
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