Review
I think the book is well organised, with the earlier chapters introducing the key concept of reflective practice before commenting on teaching as a profession and contemporary and future education developments, together with implications for teachers. Chapters four to eleven consider more specific aspects of teaching, with the final chapter taking the reader into the realities of the early years of teaching (in my opinion, a most important consideration). The chapters have a consistent structure, commencing with ' Guiding Questions' to assist in framing thinking about the subsequent information. The link between theory and practice is a continual emphasis throughout the book, with the reflective exercises scaffolding the reader through these linkages. A concisely thorough review of relevant literature is a feature throughout, and the use of scenarios is most effective.Overall, this is a book that will be most useful throughout an undergraduate Education (teaching) degree.Associate Professor Graeme Lock, Director of Learning and Teaching, School of Education, Edith Cowan University, AustraliaTo secure a future for quality education, teaching and learning teaching in contemporary times requires a disposition for engaging in critically reflective practice as a cornerstone for professional learning and conducting ethical practice. This book offers a strong foundation for the collective and individual formation and sustainability of such a culture.Dr Christine Edwards-Groves, Senior Lecturer Literacy Studies & RIPPLE Research Fellow, Charles Sturt University, AustraliaThe essence of this practical and thought-provoking book is an exploration of how to form and reform an authentic teacher identity in an ongoing process of development as a reflective practitioner, able to engage continually in 'deliberate, purposeful, metacognitive thinking and action'. Each chapter therefore presents a number of questions and scenarios that aim to develop habits of reflection and to emphasise that all teachers must find their own answers in the journey towards their sense of self as a teacher. The common format of each chapter and the focus on 'what does this mean for you?' make the book useable and helpful for all teachers and especially those about to begin their careers. Linley Cornish, Associate Professor, School of Education, University of New England, Australia.
About the Author
Maura Sellars trained initially at the Froebel Institute in London (now part of the University of Roehampton) before completing B. Ed (Hons) at the London Institute of Education. She has worked in primary schools in the UK and Australia for 28 years, teaching all the primary grades at one time or another. She gained a Dip.Ed. in Religious Education from ACU′s Queensland campus before graduating from ACU (Strathfield) with M.Ed. (Research). On completion of her PhD she has focussed on investigating new and creative ways of accommodating student difference and inclusivity in the courses she presents to preservice teachers and others. She is also committed to the importance of reflective practice for teachers and students of all ages, the needs of 21st century learners and establishing strong links between theory and practice (praxis) in order to promote strong, accurate self-knowledge that supports increased personal and academic success in relation to learning outcomes. She is currently investigating numeracy as social practice and how reflective practitioners might interpret the mandatory curriculum documents in numeracy and mathematics in order to make learning in these areas more accessible to diverse groups of learners.
