ABSTRACT
A key aim of this chapter is to support the reflective approach to teaching and learning which
is discussed more fully in Chapter 7. In this we are encouraging teachers to move away from
a competency-based or technician model of teaching towards a model which stresses the need
for practitioners to monitor their own teaching behaviour and the ways in which that
behaviour affects the pupils in their classrooms. Such reflection, we would argue, is best
supported by the collection of evidence from the classroom.
