Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK. Sam Duncan is Lecturer in Education in the Department of Lifelong and Comparative Education at IOE, UCL’s Faculty of Education and Society, University College London, UK.The author team: Kevin Brosnan and Gary Husband (University of Stirling, UK) | Jay Derrick (IOE, UCL’s Faculty of Education and Society, University College London, UK) | Lawrence Nixon and Trish Spedding (University of Sunderland, UK) | Rachel Stubley (University of South Wales, UK) | Robin Webber-Jones (Sheffield College, UK)

• ForewordHow to Use this BookIntroductionPart I: Becoming Reflective1. Identity. Who are we? What do we stand for? 2. Learning. How can we understand learner development?3. Reflection. How can we develop the quality of our practice 4. Principles. What are the foundations of effective teaching and learning?Part II: Creating Conditions for Learning5. Contexts. What is, and what might be? 6. Relationships. How are we getting on together? 7. Engagement. How are we preparing for teaching?8. Spaces. How are we creating environments for learning? Part III: Learning for Teaching9. Curriculum. What is to be taught and learnt?10. Planning. How are we implementing the curriculum?11. Pedagogy. How can we develop effective strategies?12. Communication. How can we support learning through dialogue?13. Assessment. How are we providing feedback for learning?Part IV: Reflecting on Outcomes14. Quality. How are we evaluating student learning experiences/achievements? 15. Inclusion. How are we enabling opportunities? Part V: Deepening Understanding16. Expertise. How can we engage in conceptual, career-long, practice-focused professional development?17. Professionalism. How does reflective teaching contribute to society and to ourselves?EpilogueReflective activitiesList of case studies and figuresAcknowledgementsGlossaryBibliographyIndex

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