This reflective reader looks at key UK themes and topical debates
in secondary education, using extracts and writings to exemplify
different perspectives. It examines themes such as establishing
teaching identity, approaches to teaching and learning, and
classroom practice. It gives advice on embedding the assessment of
pupil progress into teaching and how to use creativity as a way of
teaching and learning. The book provides a model approach to the
integration of theory and practice through learning from the
analysis of UK research literature and applying this learning to
the role of classroom teacher.
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