Reading and weblinks



Items used in the website text

Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page.
Crawley, J. (2005) In at the Deep End – a survival guide for teachers in Post Compulsory Education. London: David Fulton
Dewey, J. (1933) How We Think New York: D.C. Heath
Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters.
Elder, L. and Paul, R. (1994) Critical thinking: why we must transform our teaching. Journal of Development Education. Fall 1994
Hillier, Y. (2002) Reflective Teaching in Further and Adult Education. London: Continuum
IfL (2009) Guidelines for your continuing professional development (CPD). London: Institute for Learning.
Kennet, K. (2010) Professionalism and Reflective Practice (pp 66-82) in Wallace, S. Ed (2010) The Lifelong Learning Sector Reflective Reader. Exeter: Learning Matters
LSIS (2009) Getting the most out of these resources [Online] Gold Dust Resources [accessed on 2/3/10]
Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge
Osterman, K.F.and Kottkamp, R. B. (1993) Reflective Practice for Educators - Improving Schooling Through Professional Development. California: Corwin press.
Oxford Compact Dictionary (2009) [Online – definition of ‘reflection’] [Accessed 12/02/10]
Pollard, A. (2005) 2nd Ed Reflective Teaching. London: Continuum
Pollard, A. and Tann, S. (1993) 2nd ed Reflective Teaching in the Primary School. London: Cassell
Roffey-Barentsen, J. and Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters

Further Reading

Atkins S, Murphy K (1994) Reflective Practice. Nursing Standard 8(39)49-56.
Atkinson, T. and Claxton, G. (eds) (2000) The Intuitive Practitioner. Buckingham: OU Press.
Barton, D. and Tusting, K. (2005) Beyond Communities of Practice: Language, power and social context. New York: CUP.
Beaty, L. (1997) Developing Your Teaching through Reflective Practice. Birmingham: SEDA.
Bleakley, A. (1999) From reflective practice to holistic reflexivity, Studies in Higher Education, 24, 3, pp. 315-30.
Bleakley, A. (2000) Writing with invisible ink: narrative, confessionalism and reflective practice, Reflective Practice, 1, 1, pp.11-23.
Bleakley, A. (2000) Adrift without a life belt: reflective self-assessment in a post-modern age, Teaching in Higher Education, 5, 4, pp. 405-18.
Bolton, G. (2001) Reflective Practice: Writing and professional development. London, Chapman.
Boud, D., Keogh, R. and Walker, D. (1989) Reflection: Turning experience into learning. London: Kogan Page.
Boud, D. et al. (1997) Developing assessment for peer learning, Research and Development in Higher Education, 20, pp. 117-25.
Bright, B. (1996) Reflecting on 'reflective practice', Studies in the Education of Adults, 28, 2, pp. 162-84.
Brookfield, S.D. (1990) The Skilful Teacher: On technique, trust and responsiveness in the classroom. San Francisco: Jossey-Bass.
Brookfield, S.D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Brookfield, S.D. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: OU Press.
Calderhead, J. and Gates, P. (eds) (1993) Conceptualizing Reflection in Teacher Development. London: Falmer.
Carr, W. (1995) For Education: Towards critical educational inquiry. London: Falmer.
Dewey, J. (1933) How We Think, New York: D. C. Heath. Classic and highly influential discussion of thinking. in Smith, M.K. (1999). Reflection. article in the Encyclopaedia of Informal Education.
Ecclestone, K. (1996) The reflective practitioner: mantra or model or emancipation? Studies in the Education of Adults, 28, 2, pp. 146-61.
Eraut, M. (1994) Developing Professional Knowledge and Competence. Lewes: Falmer.
Facilitating reflective practice.Peer Review of Learning and Teaching page at Cardiff University. Cardiff University 2007Halliday, J. (ed) (1998) Values in Further Education. Stoke-on-Trent: Trentham Books.
Heron, J. (1999) The Complete Facilitator's Handbook. London: Kogan Page.
Hillier, Y. (2002) Reflective Teaching in Further and Adult Education. London: Continuum.
Hughes, N., Paton, A. and Schwab, I. (2005) Theory, practice and professionalism in teacher education, Reflect, 4.
Johnson, R. (1995) Two cheers for the reflective practitioner, Journal of Further and Higher Education, 19, 3, pp. 75-83.
Kincheloe, J.L. (2004) The knowledges of teacher education: developing a critical complex epistemology, Teacher Education Quarterly, Winter, pp. 49-66.
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Marchel, Carol A. (2004). Evaluating Reflection and Sociocultural Awareness in Service Learning Classes, Teaching of Psychology, 31 (2) 120-123 .
McGill, I. and Beaty, L. (1995) Action Learning: A guide for professional, management and educational development. London, Kogan Page.
McNamara, D. (1990) Research on teacher's thinking: its contribution to educating student teachers to think critically, Journal of Education for Teaching, 16, pp. 147-60.
Mendoza-Calderón, M. A.; Ramirez-Buentello, J. (2006). Facilitating Reflection Through ePortfolio at Tecnológico de Monterrey, IN Ali Jafari (Ed), Handbook of Research on ePortfolios. Hershey, USA. pp: 484-493
Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge.
Moon, Jenny. (2005). Learning through reflection, Guide for Busy Academics 4, The Higher Education Academy. Word Doc
Parekh, B. (2000) The Future of Multi-Ethnic Britain. London: Profile Books.

Parker, S. (1997) Reflective Teaching in the Postmodern World. Buckingham: OU Press.
Sherwood, G. et al. (2005). The Scholarship of Reflective Practice, a resource paper from the Scholarship of Reflective Practice Task Force University of North Carolina; Chapel Hill School of Nursing.
Schon, D. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith.

Schon, D. (1991) Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions. Oxford: Jossey-Bass.

Stephenson, J. et al. (1998) Values in Education. London: Routledge.
Varner, D., Peck, S. (2003). Learning From Learning Journals: The Benefits And Challenges Of Using Learning Journal. Journal of Management Education

Weblinks on 'delicious'

A selection of weblinks which are relevant to Reflective practice, and which are collected together on the weblink sharing website 'delicious'

Other Weblinks

Are You a Reflective Practitioner? Contemplation for Growth, Center for Teaching and Learning, Minnesota State Colleges and Universities.
An interactive tutorial designed to help you develop your skills as a reflective practitioner. Readings, activities, reflective questions, and links to relevant resources.
“Forms of Reflective Teaching Practice in Higher Education,” Susan Hall, Curtin University of Technology, Australia. In Learning Through Teaching, Pospisil, R. and Willcoxson, L., Eds. Proceedings of the 6 th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University.
This article explores numerous forms of reflective practice in higher education and defines three levels of reflectiveness with examples of each.
Introduction to Developing Reflective Practice, The Higher Education Academy, UK Centre for Legal Education.
This is the introductory page to a comprehensive UK website on reflective practice in legal education. Topics such as the following would be useful for all disciplines: “what’s reflective practice?” “what’s in it for you?” and “reflective practice and teaching.”
Reflective Practice.
This journal, published four times a year, focuses on issues and practices in reflective teaching and
learning in the classroom, workplace, and professions.
“Storming the Citadel: Reading Theory Critically,” Stephen Brookfield, University of St. Thomas. From Becoming a Reflective Teacher, San Francisco: Jossey-Bass, 1995.
This selection from Brookfield’s book makes a case for the value of reading educational theory, philosophy, and research to enhance reflective practice. It offers a series of epistemological, experiential, communicative, and political questions for evaluating educational literature by reading critically.
The Critical Incident Questionnaire: Brookfield’s Questions. In National Teaching and Learning Forum, Vol. 5, No. 2, January 1996.
A copy of Brookfield’s 5 questions to students that provide the feedback critical to reflective teaching.
“The Getting of Wisdom: What Critically Reflective Teaching Is and Why It’s Important,” Stephen Brookfield, University of St. Thomas. From Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass, 1995.
This introductory chapter from Brookfield’s book defines, describes, and provides a rationale for critically reflective teaching. Gives examples of critically reflective teaching, an approach that questions accepted assumptions about teaching and researches students to better understand the classroom. Explains six reasons why critical reflection is important for teachers’ survival.