Quality Teaching for Quality Learning: Planning through Reflection provides teachers, as reflective practitioners, with the knowledge and skills to structure quality pedagogy to achieve high quality learning outcomes for their students and schools. It encourages teachers to constantly re-assess their practice in the light of the context in which they teach.
Quality Teaching for Quality Learning: Planning through Reflection provides teachers with an understanding of the dimensions of Quality Teaching: intellectual quality, quality learning environment and significance. Each element of each dimension is examined by asking what it is; where it comes from; what it means for teaching; and what it means for learning. Teaching strategies and learning activities are outlined for each element to support program - and lesson - planning and assessment and the evaluation of teaching and learning.
The text is essential reading for teachers who want an overview of how to plan before, during and after teaching experiences and to know how to assess the quality of their teaching and planning.
The material presented is the result of many years of working with teachers to best assist their professional growth. The authors are the coordinators of the extensive and highly esteemed primary education programs at the University of Newcastle at the Port Macquarie, Newcastle and Ourimbah campuses. They have published extensively for school and academic audiences in a variety of areas including literacy, numeracy and social education.
About the Authors
Julie Hinde-McLeod is currently the Primary Teacher Education Coordinator at the University of Newcastle. She has taught in NSW primary schools including a one-teacher school and was invited to teach at a demonstration school. She has been a member of the NSW Board of Studies Mathematics K-10 Curriculum Committee and is currently a consultant for the Commonwealth DEST Numeracy Research Project, What¿s making the difference? She is a representative of the university and parent bodies on education committees at state and district level. Her current research focuses on school-community interactions and the experiences of the beginning teacher.
Ruth Reynolds: is the Primary/Secondary Education Coordinator at the Ourimbah Campus of the University of Newcastle. She has had over 20 years of classroom teaching experience in K-10 contexts in NSW and overseas. She has been a consultant for the NSW Board of Studies in the HSIE area on a number of occasions and has coordinated and taught in this area for many years. She has a variety of publications associated with HSIE and integrated curriculum and is the co-author of a popular school text series. Her current research interests are in History and geography