The Reflective Practitioner

Abstract

The newly formed Chartered College of Teaching seeks to provide accreditation for the development of excellence in teaching through the use of evidence-based approaches. There are different ways in which teachers can investigate and develop their own practice. This chapter seeks to provide a simple introduction to some approaches that will support teachers&s; continuing development within this profession. It deals with the place of systematic evaluation and the different ways that this can be undertaken. Informal or formal development or investigation of teaching is undertaken ethical considerations need to be accounted for. This is particularly the case in schools as it involves learners who are considered to be vulnerable participants. A more structured and more meaningful form of peer review is when colleagues work together on a particular aspect of practice. Sometimes management are closely involved with the development of peer review - choosing who a teacher works with and what the focus of peer review is.