The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism.

Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support:
- practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice
- evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices

In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs.

Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library.

reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.

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)