Current standards for and assessments of teaching that rely solely on teacher knowledge, reasoning, and sociocultural issues are incomplete. The perspective of teaching as a way of being creates a more comprehensive picture of what it means to be a teacher. A model of teaching that envisions good teaching as wise practice is presented. (SM)

School documents, interviews, and observations were used to examine the development of middle school teachers' reflective thought. Highly reflective teachers showed greater a greater sense of efficacy in their work and ownership within classrooms and schools, always seeking innovation. Less reflective teachers emphasized classroom practice and…

Identifies the A level as an advanced placement examination given to high school students in the United Kingdom. Discusses the dichotomy between the A level students' knowledge of geography (dependent upon rote memorization) and the requirements of university geography (critical thinking and application). Recommends the adoption of reflective…

At the British Open University (a distance education institution), rural tutors working in remote areas of Scotland felt that professional isolation interfered with self-assessment and professional development. Describes action research into student and tutor perceptions of teaching and learning that provides a basis for reflective teaching and…

Examines how constructivist endeavors in teacher education have increased experiential opportunities for preservice teachers. The paper highlights a Teaching English to Speakers of Other Languages teacher preparation program where constructivist practices have increased students' opportunities for immersion in fieldwork, interdisciplinary…

Describes an action research project designed to rethink student teaching practicums by infusing critical inquiry, team teaching, curriculum change, and changing roles. The project combined student teacher preparation with inservice opportunities for cooperating teachers. The paper reflects on the important professional impact the collaboration…

A longitudinal study examined developments in preschoolers' understanding of literacy and numeracy, comparing learning models based on adult-child interactions or on children's learning processes at preschools with varied reflectivity levels. Children's understanding of symbols related to literacy and numeracy. Developments in their understanding…

Examines how two dimensions of a community of urban science student learners--social-organizational and intellectual-thematic--evolved and influenced each other. Discusses the reasons why the teacher and student succeeded in developing a functional community but did not quite succeed in developing shared understandings in science. Contains 34…

Argues that contemporary society is increasingly experiencing a loss of social capital. Maintains that this loss takes expression in the increasing tendency, as reflected in school reforms and restructuring, of regarding teachers' work in technical terms. Advocates regarding teaching as a social practice in which there is greater emphasis on…

Describes a cognitive intervention that offered novice student teachers access to the thinking underlying an expert teacher's practice, examining the implementation and impact of the cognitive intervention, which involved two 2-hour workshops held between participants' first and second practicum experiences. Workshop transcripts indicated that…

Explores J. Glenn Gray's neglected philosophy of education as a meaningful framework for grounding the practices of teachers. Addresses tensions between individuality and community, argues for a vision that honors wholeness and synthesis, contends love of beauty as an integral part of education, and embraces plurality and public action as one of…

Fear of censure and political pressures for standardization compel teachers to act in ways they know will not further their students' learning. Changing teachers requires more than offering them information about method, organization, and content. To change, teachers need to examine their own learning and discover what engages students in genuine…

Argues that lack of attention to the student's perspective (how they react to, and what sense they make of, their teachers' comments) limits the conclusions that can be drawn from research on teacher response. Reviews three articles in the same issue of this journal that deal with teacher response to student writing in light of this limitation.…

Responds to three articles in this same issue on response to student writing. Analyses the consensus view of responding to student writing in order to highlight missing or misconceived elements of current theory. Offers a speculative outline for a more comprehensive study of response. Offers two variations on the theme of response, depicting it as…

Widespread dissatisfaction caused a Nevada district to reexamine and revamp its teacher-evaluation process. The new system, which assumes teacher participation in goal setting helps teachers become self-reflective practitioners capable of adjusting their practices, has four domains: planning and preparation, classroom environment, instruction, and…