Reflective Practice in Education Made Real Reflection, Feedback and Teaching

Would you like to use reflective practice and feedback in your teaching to improve learning and teaching outcomes for you and your learners? Reflective Practice in Education Made Real is written from first hand experience, is research informed and practice focused and highlights the strengths of reflective practice whilst debunking some myths that surround the concept. It has been written for teachers and teacher educators and includes successful reflective practice and feedback strategies for practice; reflective tools to integrate, adapt and modify your teaching; examples of effective reflective practices and creative and innovative ways to introduce reflection with students.

Preface: Making Reflective Practice in Education Real 1. Why and what is Reflective Practice in Education made Real? 2. Reflective Practice, Feedback and Teaching: Literature 3. Tools and Strategies for Reflecting on Teaching Practice 4. Feedback on Feedback 5. Student-Teacher Partner Teaching: Learning from Peers 6. Critical Classroom Conversations: Learning Together 7. Analysis of Feedback designed by Student Teachers for School Students: Listening to Unheard Voices 8. Aboriginal and Indigenous Reflective Practices: Telling the story of learning through analysis of painting, conversation and culturally safe practice 9. Reflecting with Health Professionals: Process, Strategies and Impact 10. Teachers, Teacher Educators, Student Teachers and School Students Reflecting on Learning Together: Talking about our Thinking 11. Using Reflection in Teaching: A Graduate teacher’s Voice and Experience 12. How and why must Reflection and Feedback in Teaching be made "Real"?

Dr Robyn Brandenburg is a teacher educator. Over the past decade, she has successfully researched, redesigned and coordinated mathematics and professional experience courses in the Bachelor of Education program. Her learning and teaching philosophy is based on placing pre-service teacher experience at the core of learning to teach with a key focus on identifying and challenging learner and teacher assumptions about pedagogy. Reflection, feedback and evaluation are integral practices in each of her courses.