Teacher educators can exploit a variety of types of teacher narratives to help develop new and veteran teachers. This paper explains the significance of the second self and details five narrative forms (the narratives of social criticism, apprenticeship, reflective practice, journey, and hope). A final section describes how to use narratives of…

Steps taken by instructional designers in constructing a case study for use in faculty development are outlined, from the original case study idea to selection of an appropriate classroom incident, writing the case, and planning the teaching process (identifying relevant issues, preparing discussion questions, and organizing discussion). The text…

This document chronicles the study of an intensive writing instruction workshop held in a diverse, low income neighborhood in Chicago. The study focused particularly on how individual teacher knowledge and beliefs, school contexts, and the structure and content of the workshop interacted both to support and to inhibit teacher learning. The…

Faculty members employed at historically black colleges and universities (HBCUs) should give priority to teaching and learning. The work of faculty members at such institutions is a way to reclaim individuals who have been discarded by society. Mission statements should be reviewed to be sure that college printed materials do indeed reflect these…

This global literature review examines 47 refereed journal articles dealing with the initial and ongoing professional development of teachers during 1987-1997. Professional development is defined as a self-actualized, self-motivated, proactive approach to teacher education that centers on the growth of teachers in affective, collaborative, and…

This study investigated professional growth as an individually reflective and authentically collaborative phenomenon. The study examined the extent to which self-directed professional learning, personal and shared reflection, and authentic collaboration within a supportive study group could create changes in secondary teachers' perceptions of…

Types of faculty development efforts are examined, including three categories: individual initiatives (reflection, teaching scripts, self-directed learning); formal programs (mentors, teaching rounds, workshops, advanced education, sabbaticals); and organizational change efforts. Programs at the Southern College of Optometry are highlighted. (MSE)

Examined the reflections of a non-native English speaker who taught English as a foreign language in Korea, discussing her preferred modes of reflection during group meetings, individual meetings, and journal writing and describing her level of reflection in each activity (descriptive or critical). Overall, she clearly preferred group discussion…

Discusses how language teacher education has shifted to constructivist, process-oriented theories of learning; the idea that teacher education programs have failed to prepare teachers for the classroom; the importance of teachers' prior experiences; and the concern that teaching be viewed as a profession where teachers have an active role in…

This Northern Illinois University College of Engineering and Engineering Technology (CEET) initiative represents the authors' first attempt to prepare engineering and technology professors for teaching to improve student learning and the Scholarship of Teaching. This college portfolio is nontraditional in that it combines a learning paper approach…

This study sought to analyze the process of learning to teach a course in educational psychology, focusing on the role of experience and expertise in facilitating or inhibiting the process. Using action research methodology, correspondence between the instructor and a colleague on the process of learning to teach the course was analyzed to examine…

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and…

The Share and Take Program is a significant component of the induction year for 80 entry-level teachers in 21 inner-city elementary, middle, and high schools in Houston, Texas. The program seeks to hasten beginning teachers' socialization into the profession by concentrating on the development of critical reflection skills: asking questions,…

This collection of papers describes what is known about the effective professional development of literacy educators. The 11 papers are: (1) "Professional Development Scenarios: What Is and Might Be" (Emily Rodgers and Gay Su Pinnell); (2) "A National Overview of Professional Development Programs in Reading" (Marie Tejero Hughes, Michele Mits…

Studying hypothetical cases enables preservice and inservice teachers to discuss real life scenarios in a nonthreatening environment and encourages active learning. The article presents a hypothetical case about student evaluation and a discussion guide with questions that teacher educators and staff developers can use to plan discussions. (SM)