The changing world requires an improvement in school education, part of which involves the creation of self-renewing educational organizations to assist that implementation. This paper argues that the quality of teacher education can help to produce these self-renewing organizations and describes East Carolina University School of Education's…

Delineates the need for and describes an experiential course on self-concept development for preservice teachers in the early childhood Associate Degree program at New Mexico State University. Notes that activities designed for nontraditional adult learners focus on development of self-knowledge, esteem, and ideals through self assessment and…

Hopes to better understand the perceptions of host teachers of their roles as mentors and the extent to which those perceptions were grounded in reflection on theory and practice. Considers to what extent supervising student teachers results in reflection on theory and practice and what cooperating teachers perceive as their roles in the mentoring…

Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not…

Describes an examination of a reading invitation (social learning experiences designed to help students think deeply and broadly about books they have read) that occurred in a multi-age and mixed-ability primary classroom at a rural public school. Analyzes this invitation from a reflective practitioner's point of view. Discusses implications of…

Focuses on what transpired during a mentor-training course in Hungary that involved prospective mentors and student English-language teachers. In the course, role plays proved to be the stimulus for an exploration of how far the model of mentoring commonly promoted takes sufficient account of contextual factors. (Author/VWL)

Constructivist teachers are guided by three basic principles when teaching math to young children. They encourage students to think about their answers, conceptualize how they resolved the problem, and represent their thinking with words, pictures, or symbols. Demonstrating mathematical logic is more important than memorizing rules. (MLH)

Explores how the social reconstructionist tradition in teacher education provides insights for developing teacher leaders. Describes three other historical traditions (academic, social efficiency, and developmental) guiding teacher education, identifies primary features of social reconstructionist programs, and discusses five specific domains that…

The "Teachers' Learning Project" (1999), by John Smythe and colleagues, is pitched at Australian teachers, but is adaptable to England and elsewhere. Rather than prescribing theories and practices, this publication supports critical reflection by providing suggestions and structures for gathering evidence, discussing practice, and…

The provision of a professional development programme for distance tutors can be problematic because of the need for flexibility to cater for a variety of working practices, or to overcome the hurdles imposed by geographical remoteness. At the UK Open University, online networks are widely in use for teaching and learning, and we are actively…

To look at practitioners in the field of early childhood education is to look at a kaleidoscope of education, experience, and practice, from practitioners who are beginning in the field to practitioners who have extensive experience and education and have mastered the art of teaching. This kaleidoscope of practitioners brings into the light a…

simple wedge with its tip made of durable, clear, and appropriate teaching standards forged in the furnace of science and theory widens to bring the materials and processes of art and practice to bear on the work of strengthening and renewing all of teaching by applying the national board's standards and assessment processes. With this model,…

This article explores the place of individual and collective reflection in action research in higher education. It draws on the experience of a year-long project in which a group of five lecturers explored their practice as supervisors of students preparing dissertations. The project provided opportunities for both individual and group reflection…

Teacher training is now a requirement for new staff in the further education sector in England. The Sector Skills Council, LifeLong Learning UK, sets national standards for training that include Reflective Practice as an underpinning value and Learning Theory as part of training programmes. There is, however, no statement of what is meant by…

This qualitative study examined the experiences of 10 prospective teachers completing internships in low-income, majority-minority schools while participating in a professional learning community within the context of a course that focused on culturally responsive pedagogy. Drawing primarily from interviews and online discussions, the article…