Critical reflection is a key skill for all teachers in further education (FE) and an important part of the new Professional Standards. This book presents the view that reflective practice is most effective when owned by the practitioner rather than being imposed by an external agent, and shows that, as people learn in different ways, there is no one template for critical reflection to suit every FE teacher. These concepts are illustrated and contextualised by case studies which apply the theories to the practicalities of teaching in FE. In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern. The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers.
