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…

This paper is an account of one aspect of a self-study--the "roundtable reflections"--conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to learning and teaching mathematics based on negotiation, "commuting" teaching experience, and…

Helping those teachers designated as Subject Induction Tutors in secondary schools who support Newly Qualified Teachers to become autonomous, self-reflecting practitioners has been the basis of a participatory action research project based at the University of Leicester. The first part of the paper explores the notion of professional autonomy in…

The value of increasing student input to learning opportunity design issues was explored through an action research project. In response to student-identified learning needs, a learning session on a first-year undergraduate research methods module was re-designed. The learning outcomes of two parallel student groups (one experiencing the original…

This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of "race" in a first year English studies course at a predominantly Afrikaans and "white" university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a…

This project researched theoretical self-study, i.e., how to improve, support, and facilitate the ability of a student teacher to learn to reflect on his/her learning and development through large (n=80) and small (n=5-8) group work and supervision where the basic idea is to foster professional growth of the student teacher. In the supervision…

This paper describes the experiences of four university teacher education institutions collaborating in an European Union-funded project called the REFLECT project: the Universities of Barcelona (Spain), Exeter (England), Trondheim (Norway), and Utrecht (Netherlands). The project s focus is on the development of reflective competencies in…

This paper explores questions about the ways in which students, teachers, administrators, and parents negotiate new sets of roles and expectations for schooling in the innovative climate of a new middle school. A new school in an Australian city has implemented a coordinated package of approaches including integrated curriculum, portfolio…

This study was conducted in order to examine the process of teacher development in a close interplay between educational principles and classrooms in a Singapore practicum curriculum. The process of teacher development is regarded as a continuous, self-renewing, lifelong process. Since no comprehensive constructivist model of teacher development…

As learning technologies increasingly facilitate the internationalization of subject offerings, it becomes correspondingly important to try and ensure that the needs of diverse student groups are met and to provide for ongoing improvement of their learning experiences. A variety of evaluation procedures are valuable in this respect, particularly…

This paper positions action research within the wider field of teacher education, raising problematic issues inherent in the process of institutionalizing this form of teacher research. The paper also offers a self-study of the researcher's own practice. It considers teacher education in its broad sense as a continuum of ongoing professional…

Discusses a project in which staff from a British university worked with subject teachers in a local secondary school to investigate classroom practice and develop effective strategies to teach English as a Second Language. Findings suggest that inservice education may generate change in classroom practices more effectively if teachers are given…

Advocates a broader and more flexible conceptualization of the Canadian social studies curriculum, emphasizing thematic and interdisciplinary approaches rather than chronology and topics. Praises the reflective inquiry teaching model that adopts a learner-centered approach. Compares social studies to other curricula in an attempt to discover a new…

Discusses the implications of postmodernism for the field of the history of education, specifically from the point of view of theory and methodology. Briefly reviews theoretical applications and their leading adherents in Britain. Concludes that postmodern theory should make historians more self-reflective. (MJP)

This paper reports on a comparison of two research approaches of the study of the reflective practice in two different modes of tele-guidance of the school practicum. The results of two studies were contrasted encouraging the dialogue between researchers coming from different research paradigms. Although the researchers in the two studies shared…