Examines the inductive approach to learning, which helps ensure an interactive environment where students use their language processes to learn. Preservice teachers can learn to organize their teaching inductively. Such training should include direct experience with the inductive approach, analysis of the experiences, guided practice, and coaching…

Asserts that portfolios (1) thrive in classroom writing communities; (2) offer an alternative to one-shot inservice programs; (3) encourage conversation and decision making; and (4) reflect the features of a writing program. Describes the preparation of portfolio inservice at Mississippi State University and the purposes of a professional…

Describes a conceptual framework that integrates teacher cognitive, critical, and personal characteristics; the framework serves to guide the development of reflective decision making, showing teacher educators how to form effective teachers. The model's collegial environment encourages efficacy, flexibility, consciousness, and social…

Reports results from a national survey, investigating the following: who evaluates journalism and mass communication teaching and how often it is evaluated, what is evaluated, definitions of effective teaching, why teaching is evaluated, and the benefits and shortcomings of evaluation. Concludes assessment of journalism and mass communication…

Investigated changes in graduate teacher-education students' knowledge of teaching and learning resulting from the use of personal journals. Analysis of participants' journals found that their insights became more profound as their journals progressed, and the nature and quality of thinking and reflection, as well as their influence on practice,…

Describes an action-research collaboration between a middle school mathematics teacher and a mathematics teacher educator in which the teacher wrote a narrative description of the collaboration and the changes she made in her instructional practice as a result of the collaboration. Contains 34 references. (Author/ASK)

Describes an approach to faculty development that relies on faculty learning from one another through peer observation. Rather than equating such observation with evaluating a colleague's performance, faculty observers are urged to approach the assignment as "students of teaching." (DB)

Discusses how the Humanities Out There (HOT) program has served as a resource library of curriculum models, of academic research, and of role models for students at Santa Ana High School. Notes how she, the teacher, had an important role in assisting the graduate and undergraduate students in developing their own teaching methodologies. (SC)

Considers how the principles of constructivism are fundamental to good literacy instruction and provide a framework for developmentally appropriate practices in schools. Concludes that the Literacy Orientation Survey (LOS) can provide teachers with a measuring stick to gauge their current progress and can help them make decisions about what they…

Used data from questionnaires, interviews, focus groups, and document analyses to examine how professional development was conceived and supported within a school-university partnership, examining perceptions of growth achieved by secondary school teachers and teacher educators. Participants perceived four sites for their professional development…

Argues that being aware of students' concerns about teaching can improve teachers' pedagogy. Reveals that undergraduates most frequently mention organization and planning, mechanics, lecture styles and techniques, and testing as concerns. Notes the response of faculty members involved in a survey of undergraduate psychology classes. (DSK)

Presents ideas to better connect with students. Considers how teachers might think about questioning themselves and their experiences daily to find the answer to becoming the teacher every educator wants to be. Concludes that children are great learners because they modify and change what they already know to gain new knowledge. (SC)

Describes research on the reflection of six professors regarding their thinking about teaching. Topics include the model of the metacognitive process of reflection; the role of reflection in knowledge construction; the role of reflection in teaching development, including conceptual change; and the relationship between reflective teaching and…

Many faculty enter academia without any formal preparation in pedagogy. This study describes perceptions of ten university professors, from a variety of ranks and disciplines, as they reflect on their development as teachers and the faculty and instructional development services that enabled their development. (Contains 24 reference.) (PGS)

Introduces papers from a symposium on changes in preservice and inservice teacher education in China. The papers focus on institutional and policy development, reform in China's secondary teacher education, the development and reform of Chinese teacher education, the integration of preservice and inservice teacher education, and the training of…