In the literature dealing with L2 teacher training and education numerous references are made to the concept of reflective teaching and teachers and teacher educators are encouraged to engage in reflective practices. The present paper, however, argues that in our attempt to empower teachers to become more efficient practitioners, we have lost…

"A Nation at Risk" sounded the call for school improvement and offered recommendations for bringing it about. "No Child Left Behind" was even more prescriptive in its approach to raising student achievement. However, as the author of this article points out, for all their recommendations and strategies, both reform efforts neglect the essential…

In this article, the author discusses how instructors' feedback on their students' texts can exact a toll on the students. Based from her own experiences, the author relates that teachers often do not have enough time to grade their students' writing. Even so, she argues that teachers like her should adopt strategies that promote self-reflective…

Contends that reflexive praxis (self-reflective practice or "doing action") offers university academics the pedagogical space to transform their teaching and learning processes. Uses a personal example from the teaching of a graduate course to illustrate the potential of reflexive praxis. (EV)

In the present era of accountability, there is a real and justifiable temptation to use collaboration to focus strictly upon instrumental goals that have an immediate impact on classroom practices. However, without some time and reflection devoted to why teachers do what they do, a sustainable culture of collaboration is unlikely to emerge. Based…

A new type of teacher is needed in the contemporary classroom--one who is not just a mere technician, but who can keep an open and critical mind. Today's teacher must adjust to a fast-changing reality and the demands of the surrounding world, and internalize the ever-growing flow of information while reflecting on both personal and professional…

This essay reexamines pedagogical practice and its normative assessment in the American university system by employing an approach derived from Michel Foucault's knowledge/power nexus. While a systematically applied curriculum such as Gerald Graff's "teaching the conflicts" has the potential to democratize higher education, it may be ineffective…

Standards-based education, including over-packed curricula and high-stakes assessments, is here to stay--at least for the next decade or so. If this approach to teaching and learning is a reality that everyone must deal with, how can everyone leverage what is positive and reduce some of the negative aspects? In this article, the author discusses…

Most theoretical work on reflection in teaching has been analytical. This body of work presents reflection not as a unified concept but as a loosely aligned group of perspectives. These distinct but related perspectives on reflection in teaching have taken on identities and paths of their own. The existence of this body of research implies that…

Shortly after the publication of "The Reflective Practitioner" (1983) and the sequel "Educating the Reflective Practitioner" (1987) "reflection-in-action" became a major concept in teacher education. The concept has, however, been criticised on ontological/epistemological as well as practice oriented accounts (Van Manen, 1995; Newman, 1999;…

Community-based approaches to literacy should consider the dynamics of context and culture, develop community and connection with learners, have meaningful participation, and involve practitioners in inquiry and reflection. (SK)

By engaging in reflective practice, adult educators can identify and take ownership of assumptions, preferences, and habits and allow teaching to be informed by and freed from them. Spiritual reflection helps identify connections and contributes to well-being. (SK)

Discusses the importance of teacher reflection in education. Draws distinctions between refection in practice, reflection on practice, and reflection for practice. Makes three propositions that suggest a range of potentially fruitful research questions. (ASK)

Examines the practice of teaching in light of Heidegger's work, "Being and Time." After discussing the main themes (particularly that the fundamental way of being is not cognitive), it examines implications for such issues as the place of theory and reflection in education, considering generalized approaches to professional work and…

Suggests that the insights of educational action research, especially in connection with the reflexive nature of knowledge, must be taken seriously by educational philosophers and that it will not be, until they take seriously the fact that philosophy of education can become genuinely synoptic. (Author)