Reflective practice can be beneficial to preservice and inservice teacher professional development. This digest reviews the concept, levels, techniques for, and benefits of reflective practice. Donald Schon introduced the concept in 1987, and since then, many schools, colleges, and departments of education have begun designing teacher education…

This study examined connections between being a cooperating teacher and professional development, demonstrating that veteran teachers who desire to transform their teaching practices can use their work with student teachers as professional growth opportunities. It discusses how the role of cooperating teacher can affect veteran teachers'…

This collection of papers focuses on collaboration in two interconnected themes: the improvement of teaching practice through collaborative research and reflection on the role of collaboration in educational change. The 19 papers are: (1) "The Collaborative Lens: A New Look at an Old Research Study" (Phyllis Kapuscinski); (2)…

Evaluated the Model Education Center (MEC) Professional Development School after 15 years of existence. Focus group data were collected from teachers at the MEC. Results found that 15 years after implementation, the MEC's core beliefs of collaboration, reflective thinking, risk taking, and continuous learning were still reflected in the climates…

One college teacher's narrative of events and interactions within her classroom, focusing on differing perceptions of racial issues and ethnicity, is used to illustrate the value of narrative as a means of reflecting on teaching practice. It is argued that narrative allows the storyteller to explore self-identity by configuring personal events…

This article provides an introduction to The Health Practitioners Competency Assurance Act (HPCAA) which took effect on 18 September 2004. The Act was introduced to provide consistent accountability across health professions and make it easier for the New Zealand public to understand what health service each registered professional provides. To…

Providing support focused on real challenges is critical in retaining highly qualified new science teachers, but the field lacks a systematic description of these teachers' needs. The authors of this article examine the areas that science teachers are expected to understand: (1) the content and disciplines of science; (2) learners; (3)…

The primary purpose for evaluating novice teachers is to improve their performance. The paper presents a model for assessing and assisting novice teachers to have a broad variety of professional learning experiences, to acquire a wide repertoire of teaching competencies and skills, and to gain familiarity with the language and norms governing both…

Professional knowledge created as teachers interact with the complexity of variables related to teaching and learning in active, thoughtful, reflective practice, is essential to expert teaching. This qualitative study is designed to describe and define the factors (processes) that are pertinent to the process of reflection as it is utilized by…

This paper addresses education reform efforts, specifically the need to improve schooling by improving the status, power, and working conditions of teachers through professional development programs. Two issues which continue to undermine the authenticity and social value of efforts to promote teacher development are addressed: (1) underneath the…

This book suggests that portfolios can become a new kind of credential of competent and effective teachers. The book includes 5 parts with 16 chapters. Part 1, "Prologue," offers: (1) "Portfolio Possibilities: Validating a New Teacher Professionalism" (Nona Lyons) and (2) "Teacher Portfolios: A Theoretical Activity"…

This monograph describes the Curriculum Inquiry Cycle (CIC), a professional development process that supports educators in making curriculum and instruction decisions responsive to state standards, local needs, and student characteristics. It is designed to improve learning and teaching, with the classroom as the central focus. The CIC has four…

The first few years of teaching are the most challenging. During these years, teachers are most likely to become discouraged and disillusioned. Yet these early years are also the time when teachers establish practices that last throughout their careers. This book focuses on new teachers' needs while emphasizing high-quality teaching through the…

Describes changes in the perspectives and practices of two teacher educators as a result of a series of action research projects conducted over a six-year period in an elementary education course. The studies focused on reflection, student learning, reading and writing instruction, and course impact. (SM)

Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…