Developing Thinking Teachers: Reflective Practice in Schools for Children with Severe Learning Disabilities and Profound and Multiple Learning Disabilities

Autor/in	Hinchcliffe, Vivian
Titel	Developing Thinking Teachers: Reflective Practice in Schools for Children with Severe Learning Disabilities and Profound and Multiple Learning Disabilities
Quelle	In: Support for Learning, 37 (2022) 4, S.502-519 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12424
Schlagwörter	Students with Disabilities; Learning Disabilities; Reflective Teaching; Special Schools; Faculty Development; Severe Disabilities; Multiple Disabilities; Well Being; Special Education Teachers + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Special school; Sonderschule; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Well-being; Wellness; Wohlbefinden; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	The increasing complexity of children with SLD and PMLD can make day-to-day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking, knowledge and action. Reflective practice can also have a positive effect on teachers' wellbeing. Continuing Professional Development Practice in special schools should not ignore 'professional artistry' in teaching in favour of 'technical-rational' aspects. This is discussed in reference to a practical exercise on Reflective Practice used with staff in a school for children with SLD and PMLD. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01