Background: Examined or unexamined, all teacher candidates (TCs) bring to their teacher education programs their prior school experience as well as the socio-cultural history of education. This study was one of a series done by this researcher (1994, 2004, 2005, 2006) to find ways to promote reflective practice in teacher education. Purpose: The…

Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective practice is the opportunity to observe competent professionals practising their craft.…

Research on staff development suggests that teachers are more likely to benefit from training if they are able to learn on their own. This paper examines staff development for early childhood professionals, focusing on the need for an individualized approach and applying the findings to preschool education in Singapore. The paper considers the…

In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was…

The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors'…

In this paper on the use of teachers as reflective users of peer clinical supervision, a research and literature review relating to the assumptions of clinical supervision, fostering reflective practice through clinical supervision, and the special potential of peer clinical supervision is presented. Then, a personal account of a beginning…

Examines strategies for becoming a reflective teacher at the middle school level. Includes discussion of research on espoused theories of teaching, journal writing, cognitive coaching with peers, and action research projects. Encourages middle school educators working in teams to make the effort to become active reflective practitioners. (KB)

Effective teachers consider interrelationships among aspects of teaching including learners, subject matter knowledge, assessment, and instruction. The 70 journal entries of 25 preservice elementary teachers are analyzed to characterize the teachers' written reflection. One focus of the analysis is on how the preservice teachers integrate ideas…

Self-study research is a mode of scholarly inquiry in which teachers examine their beliefs and actions as educators and explore pedagogical questions. A three-phase model of collaborative self-study research is offered as a framework for university faculty to engage in self-study for the purpose of improving teaching and creating new knowledge.…

Examines four frequent assumptions about the relationships between adventure education and experiential learning. Suggests that learning requires more than just doing, that adventure education practitioners must encourage participants to make sense out of their experiences through reflection, and that practitioners themselves must reflect on their…

The authors examine the literature that sets the foundation for a lesson design cycle for differentiating instruction in inclusive classrooms. Use the cycle to differentiate at the four design points of understanding the learners, delineating content and materials, assessing what learners know, and differentially arranging teaching/learning…

A model for reflective self-study by nursing faculty includes three phases: assessment (being open to critique, finding collaborative partners, formulating research questions); implementation (understanding validation criteria, choosing data collection and analysis methods, maintaining data integrity); and dissemination (communicating findings,…

Examines a model of professional development including preprofessional, autonomous, collegial, and postprofessional phases. Addresses the importance of reflective practice in moving from autonomous to collegial. Suggests the potential for computer-mediated communication to promote reflective dialogue. (Contains 30 references.) (SK)

Reviews issues related to changing the attitudes, beliefs, and dispositions of preservice special educators. Practices in teacher education are reviewed in the areas of reflective thinking and teaching, coursework, information interaction with faculty, and field experiences and supervision. Recommendations for teacher-education practice and…

A review of the use of self-, peer, and co-assessment in higher education focuses on: (1) research findings on these new assessment forms; (2) ways in which these results can be integrated; and (3) resulting guidelines for educational practitioners. Concludes that use of a combination of these new assessment forms encourages students to become…