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Reflective Supervision in Education: Using Supervision to Support Pupil and Staff Wellbeing
by Hollie EdwardsWhat does supervision mean in a school setting?How can supervision benefit staff and student wellbeing?How can I best run supervision sessions?Supervision is an effective way to support staff in navigating the complex experiences of simultaneously teaching and safeguarding children, but much of the existing literature on supervision can't easily be applied to school settings.Bringing together theory and practice, this practical how-to guide includes chapters on why supervision is so important for staff and student wellbeing, what qualities make for an ideal supervisor, how to adapt supervision for in-person and online settings, as well as criteria for an optimum supervision environment and suggested material to include in supervision sessions.
Reflective Teacher Development in Primary Science
by Peter OvensDominant theories about primary science contend that knowledge is the key. Ovens challenges this view, showing, through case studies, that inquiry and reflection play a significant part in the learning process. This applies to pupils, teachers and teacher educators. Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek improvement, to place trust in collaborative processes, to raise awareness of significant detail and to encourage open-mindedness.
Reflective Teacher Development in Primary Science
by Peter OvensDominant theories about primary science contend that knowledge is the key. Ovens challenges this view, showing, through case studies, that inquiry and reflection play a significant part in the learning process. This applies to pupils, teachers and teacher educators. Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek improvement, to place trust in collaborative processes, to raise awareness of significant detail and to encourage open-mindedness.
Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of Schooling Series)
by Kenneth M. Zeichner Daniel P. ListonThis popular text provides a clear, succinct explanation of how reflection is integral to teachers’ understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Throughout the text the reader is encouraged to examine his/her assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of this book is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers. New in the Second Edition: Underscores use of critical educational texts and film to encourage reflection; highlights emotional features of teaching and reflection; addresses spiritual/contemplative domains in educational traditions; Companion Website.
Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of Schooling Series)
by Kenneth M. Zeichner Daniel P. ListonThis popular text provides a clear, succinct explanation of how reflection is integral to teachers’ understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Throughout the text the reader is encouraged to examine his/her assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of this book is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers. New in the Second Edition: Underscores use of critical educational texts and film to encourage reflection; highlights emotional features of teaching and reflection; addresses spiritual/contemplative domains in educational traditions; Companion Website.
Reflective Teaching and Learning in the Secondary School
by Sue DymokeInformed teaching is built upon a clear understanding of a wide range of professional issues. Reflective Teaching and Learning in the Secondary School offers a comprehensive overview of core teaching topics for professional studies modules on secondary initial teacher education courses. Offering a critically engaged examination of practical and theoretical topics in order to encourage deeper reflection on what underpins good teaching practice, this second edition has been carefully updated to provide a contemporary introduction to secondary education. New to this edition: a new chapter on diversity, social justice and global issues in teaching a new chapter on pastoral and tutorial roles masters-level critical reading tasks in every chapter awareness of recent developments in education policy. This is indispensable reading for anyone training to teach in secondary education including postgraduate (PGCE, SCITT) and school-based routes into teaching. A companion website including activities and exemplar material can be found at: www.sagepub.co.uk/dymoke Sue Dymoke is Senior Lecturer in Education at the University of Leicester.
Reflective Teaching in Early Education (Reflective Teaching)
by Jennifer Colwell Amanda Ince Helen Bradford Helen Edwards Julian Grenier Eleanor Kitto Eunice Lumsden Catriona McDonald Juliet Mickelburgh Mary Moloney Sheila Nutkins Ioanna Palaiologou Deborah Price Rebecca SwindellsThe book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. For this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today's early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old.Reflective Teaching in Early Education uniquely provides two levels of support:- Practical, evidence-based guidance on key early years issues – including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies- Evidence-informed 'principles' and 'concepts' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills and understanding of early years practice in early childhood education and careNew to this edition:- Lesson Study Cases which illustrate the impact Reflective Teaching can have on your practice and your setting- New Reflective Activities- Updated references and guidance on Key Readings- Updates to reflect recent changes in curriculum and assessment across the UKreflectiveteaching.co.uk provides a treasure trove of additional support.Readings for Reflective Teaching in Early Education, the supporting 'portable library' volume, is signposted throughout this book and provides convenient access to key texts.
Reflective Teaching in Early Education (Reflective Teaching)
by Jennifer Colwell Amanda Ince Helen Bradford Helen Edwards Julian Grenier Eleanor Kitto Eunice Lumsden Catriona McDonald Juliet Mickelburgh Mary Moloney Sheila Nutkins Ioanna Palaiologou Deborah Price Rebecca SwindellsThe book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. For this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today's early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old.Reflective Teaching in Early Education uniquely provides two levels of support:- Practical, evidence-based guidance on key early years issues – including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies- Evidence-informed 'principles' and 'concepts' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills and understanding of early years practice in early childhood education and careNew to this edition:- Lesson Study Cases which illustrate the impact Reflective Teaching can have on your practice and your setting- New Reflective Activities- Updated references and guidance on Key Readings- Updates to reflect recent changes in curriculum and assessment across the UKreflectiveteaching.co.uk provides a treasure trove of additional support.Readings for Reflective Teaching in Early Education, the supporting 'portable library' volume, is signposted throughout this book and provides convenient access to key texts.
Reflective Teaching in Further, Adult and Vocational Education (Reflective Teaching)
by Margaret Gregson Sam Duncan Kevin Brosnan Jay Derrick Gary Husband Lawrence Nixon Trish Spedding Rachel Stubley Robin Webber JonesThe 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.
Reflective Teaching in Further, Adult and Vocational Education (Reflective Teaching)
by Margaret Gregson Sam Duncan Kevin Brosnan Jay Derrick Gary Husband Lawrence Nixon Trish Spedding Rachel Stubley Robin Webber JonesThe 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.
Reflective Teaching in Further and Adult Education
by Yvonne HillierThis textbook for in-service and pre-service training uses the "reflective teaching" approach as popularized by Andrew Pollard. The book is written to coincide with the introduction of Further Education National Training Organisation (FENTO) standards - every tutor will have to demonstrate that s/he can meet these standards. Covering both further and adult education, the textbook is written in a variety of styles to suit different kinds of readers: each chapter contains narrative/description of typical issues and incidents, theoretical explanation, practical advice (with checklists) and questions. It is designed to suit both course adoption and individual learning.
Reflective Teaching in Further and Adult Education
by Yvonne HillierHillier is a friendly guide for those new to the world of further and adult education or for those... finding themselves required for the first time to work towards a formal teaching qualification.'Richard Sykes, Studies in the Education of Adults'This is a useful book... [It] systematically covers the FENTO standards for teaching and supporting learning in further education...'Ron Kirby, Youth & PolicyThis second edition of the best-selling textbook Reflective Teaching in Further and Adult Education has been extensively revised and updated throughout. The book has:- An updated chapter on new government policy in lifelong learning.- Details of the changing qualifications framework, foundation degrees and e-learning- An expanded chapter on professional practice- New sections on disability awareness, working with young people, and new technologies.- Checklists, examples, scenarios and figures to aid learning- Chapter summaries to aid navigation of the text- A guide to the FENTO standards at the end of each chapter- Guides for further reading and websites- A glossary of unfamiliar termsThis comprehensive, accessibly-written textbook is a practical resource which will be invaluable to teachers in further and adult education, whether in-training or in-service.
Reflective Teaching in Higher Education: Evidence-informed Professional Practice (Reflective Teaching)
by Paul Ashwin David Boud Susanna Calkins Kelly Coate Fiona Hallett Greg Light Kathy Luckett Jan McArthur Iain MacLaren Monica McLean Velda McCune Katarina Mårtensson Michelle TooherReflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of:- What is meant by 'agency'- Gender, ethnicity, disability and university teaching- Digital learning spaces and social media- Teaching career development for academics- Decolonising the curriculum- Assessment and feedback practices- Teaching excellence and 'learning gain'- 2015 UN General Assembly 2030 Agenda for Sustainable Developmentreflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
Reflective Teaching in Primary Schools (Reflective Teaching)
by Dominic Wyse Andrew Pollard Ayshea Craig Caroline Daly Sarah Seleznyov Sinead Harmey Louise Hayward Steve Higgins Amanda McCroryThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
Reflective Teaching in Primary Schools (Reflective Teaching)
by Dominic Wyse Andrew Pollard Ayshea Craig Caroline Daly Sarah Seleznyov Sinead Harmey Louise Hayward Steve Higgins Amanda McCroryThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
Reflective Teaching in Schools (Reflective Teaching)
by Professor Andrew Pollard Kristine Black-Hawkins Gabrielle Cliff Hodges Dr Pete Dudley Professor Steve Higgins Professor Mary James Dr Holly Linklater Sue Swaffield Mandy Swann Mark Winterbottom Mary Anne WolpertThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT).Reflective Teaching in Schools uniquely provides two levels of support:- practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment- evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition:- 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy- 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning- New Reflective Activities and guidance on Key Readings at the end of each chapter- Updates to reflect recent changes in curriculum and assessment across the UKreflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.
Reflective Teaching in Schools (Reflective Teaching)
by Mary Wolpert Gabrielle Hodges Andrew Pollard Kristine Black-Hawkins Pete Dudley Steve Higgins Mary James Holly Linklater Sue Swaffield Mandy Swann Mark WinterbottomThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT).Reflective Teaching in Schools uniquely provides two levels of support:- practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment- evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition:- 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy- 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning- New Reflective Activities and guidance on Key Readings at the end of each chapter- Updates to reflect recent changes in curriculum and assessment across the UKreflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.
Reflective Teaching in Secondary Schools (Reflective Teaching)
by Caroline Daly Andrew Pollard Katharine Burn Aileen Kennedy Margaret Mulholland Jo Fraser-Pearce Mary Richardson Dominic Wyse John Yandell Steve HigginsThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the secondary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
Reflective Teaching in Secondary Schools (Reflective Teaching)
by Dominic Wyse Mary Richardson John Yandell Andrew Pollard Steve Higgins Katharine Burn Caroline Daly Aileen Kennedy Margaret Mulholland Jo Fraser-PearceThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the secondary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
Reflective Teaching in the Postmodern World (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Stuart Parker"A well written and stimulating excursion into postmodern education. Parker's challenge to critical educational theory can, in the long run, only help the left rethink and deepen its political project." - Peter McLaren, University of California, Los Angeles.This is a book about two stories of education.In one story there is a vocabulary of means, efficiency, bureaucracy, inspection and science; in the other, one of autonomy, democracy, emancipation and action research. One is the story of positivist managerialist approaches to education, the other is the story of reflective teaching.This book displaces both of these stories. By applying the techniques of deconstruction, Stuart Parker overturns the assumptions common to both of these positions and, in doing so, jettisons some widely cherished beliefs about education, autonomy and rationality.Moving beyond current debates, this book articulates a new manifesto for education in postmodernity and highlights the implications for educational practices and institutions.
Reflective Teaching of History 11-18: Meeting Standards and Applying Research
by Rob PhillipsThis series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work
Reflective Theory and Practice in Teacher Education (Self-Study of Teaching and Teacher Education Practices #17)
by Robyn Brandenburg Kathryn Glasswell Mellita Jones Josephine RyanThis book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
The Reflective Workbook for Teachers and Support Staff of Trans and Non-Binary Students: Your School's Transition as Your Students Transition
by D. M. MaynardA reflective workbook aimed at teachers and support staff of students who are transitioning or questioning their gender. This book provides insights, practical tools, and opportunities for self-reflection. It discusses the unique needs of teachers and schools as they navigate supporting the gender journeys of their transgender, non-binary, or gender questioning students by enabling staff to identify, understand, and incorporate the needs of this population. The chapters of this essential resource offer guidance on how to implement appropriate school policies and inclusive curriculum, learn topical terminology, address bullying, and develop bathroom guidelines. This book will help school staff ensure that students feel safe, included, and respected, while creating a judgment-free space for teachers, support staff, and administrators' own self-exploration as they embark on the process of acquiring new and relevant information. Personal anecdotes from real-life educational experiences heighten awareness and perspective, alongside interactive activities, enjoyable quizzes, answers to common questions, and positive affirmations.
Reflective Writing (Pocket Study Skills)
by Kate Williams Mary Woolliams Jane SpiroReflective Writing provides concise and practical guidance on how students can improve their academic writing through self-reflective thinking, reading and writing. Covering a range of frameworks and strategies, it includes advice on applying reflective practices to personal and CV development.
Reflektierte Zielsetzung: Ein Ansatz zur Persönlichkeits- und Führungskräfteentwicklung
by Cheryl J. TraversDieses Buch präsentiert erstmals einen umfassenden Überblick über das Modell des "Reflective Goal Setting", seinen theoretischen Rahmen und Ursprung sowie seine praktischen Anwendungen für die persönliche Entwicklung, verbesserte Bewältigung und Stressreduktion, akademisches Wachstum und Leistungsfähigkeit sowie Führung. In drei Teile gegliedert, untersucht die Autorin zunächst die besondere Bedeutung der persönlichen Entwicklung, insbesondere der Entwicklung von Soft Skills und zwischenmenschlichen Fähigkeiten. Unter Verwendung von Originalforschung und anschaulichen Fallstudien beschreibt die Autorin den zyklischen Fünf-Schritte-Prozess des "Reflective Goal Setting" in fünf Kapiteln, die Teil 2 des Buches bilden. Teil 3 untersucht die praktischen Anwendungen und Auswirkungen der Verwendung von "Reflective Goal Setting" anhand anschaulicher Fallstudien aus verschiedenen Bereichen, einschließlich Hochschulbildung, beruflicher Entwicklung und Führungskräfteentwicklung. Dieses Werk ist eine wertvolle Ressource für Forscher:innen und Praktiker:innen in den Bereichen Organisations- und Industriepsychologie, Bildung sowie Wirtschaft und Management sein - und für jede/n, der/die an der persönlichen Entwicklung arbeiten möchte.Die Übersetzung wurde mit Hilfe von künstlicher Intelligenz durchgeführt. Eine anschließende menschliche Überarbeitung erfolgte vor allem in Bezug auf den Inhalt.