Now in its second edition Teaching and Learning through Reflective Practice maps out the professional and theoretical landscape of reflective practice, its nature and purposes and the claims being made for it. The book aims to bring together two central aspects of educational improvement: the power that teachers have to appraise, understand and transform their teaching; and the bigger picture and the structures that serve to define practice. The authors centre their text on a model of the teacher as a reflective learner, emphasising a strengths-based approach to improving teaching and enhancing learning.The book takes readers through a systematic process where the initial focus on learning, developing and growing, starts from an understanding of one's strengths, not weaknesses and problems. The whole approach to this new edition is what is called an 'appreciative' one and at its heart is the exploration and illustration of four reflective questions. They are:What's working well? What needs changing? What are we learning? Where do we go from here?Teaching and Learning through Reflective Practice questions the assumption that people learn and perform better simply by 'fixing' and getting rid of problems, and assuming that all the 'good stuff' can simply look after itself. The authors illustrates that it is much better to use what resources we do have, on conversations about what we want to keep and amplify, rather than what we want (or should) get rid of. The authors show how reflective conversations of positive regard can be initiated and sustained and, with examples drawn from UK Primary education, how to get to the root causes of, and then how to amplify success.This core professional textbook is essential reading for undergraduate and PGCE students on initial teacher training programmes, it will also interest practising teachers, teacher educators and those on continuing professional development courses.