Penelope Harnett

First Published in 1995. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflective teaching and active forms of pupil learning. The books explore the implications of these commitments for curriculum and curriculum-related issues. This book has emerged out of the collective experience of six colleagues who work together at the Faculty of Education of the University of the West of England, in Bristol. The twin strands here are a social constructivist model of learning and a reflective teaching model of pedagogy. Through reflecting on our experiences and evaluating their intentions, practices and outcomes, not only do we learn, but we also enrich the learning of those children, pupils and students with whom we are working.

First Published in 1995. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflective teaching and active forms of pupil learning. The books explore the implications of these commitments for curriculum and curriculum-related issues. This book has emerged out of the collective experience of six colleagues who work together at the Faculty of Education of the University of the West of England, in Bristol. The twin strands here are a social constructivist model of learning and a reflective teaching model of pedagogy. Through reflecting on our experiences and evaluating their intentions, practices and outcomes, not only do we learn, but we also enrich the learning of those children, pupils and students with whom we are working.

Developing Professional Attributes Knowledge and Skills. Understanding Primary Educationnbspwill help trainees and newly qualified teachers reflect on the professional decisions they need to make within their planning and classroom practice.

First Published in 1999. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflexive teaching and active forms of pupil learning. Using a number of case studies this book explores the authors’ fascination for the ways in which children use imaginative play to explore their ideas about the world. In pretend play and drama activities they often re-enact their experiences, coming to terms with cognitive challenges which they might not otherwise resolve.