Teacher educators need to remain current regarding the challenges that prospective teachers are going to face in their classrooms. One way to maintain this currency is for teacher educators periodically to spend some time in the K-12 classroom testing the theories they teach. This paper will discuss the benefits both teacher educators and…

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 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…

Brigham Young University (Utah) is developing a program to improve reflective thinking skills in preservice students. The beginning professional course includes the following reflective teaching components: (1) instruction on the theory and process of reflection; (2) participation in selected microteaching episodes; (3) reflecting on the classroom…

An attempt was made to develop an objective instrument to assess a teacher's perceived engagement in reflective practice. A Reflective Teaching Instrument (RTI) was developed around three dimensions of reflective practice in teaching: (1) diagnosis (problem setting); (2) testing; and (3) personal causation. Indicators of each of the dimensions…

This book provides teachers with resources necessary for providing caring and competent instruction and guidance to students of all ages, exploring human resources that teachers need to flourish in the classroom. Chapter 1, "On Being a Teacher," describes the essence of what makes teachers truly great. Chapter 2, "On Being a…

Philosopher educator describes how she presents multiple perspectives in her teaching to create learning situations that instill a sense of wonder and curiosity. She is encouraged by increased recognition of the relationships among learning, social action, and social justice, and the recognition of the consciousness of different children.…

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)

Suggests that documentation can help teachers: (1) better respond to demands for accountability; (2) teach through direct, first-hand interactive experiences that enhance brain development; (3) be more effective; (4) meet special needs; and (5) help children perceive learning to be important and worthwhile. Describes several methods of…

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)…

This book discusses the first order principles (FOPs) of college teaching and their role as the easiest route to working happily and successfully in the classroom. Part 1 lists the 10 principles: (1) moderate classroom incivilities with prosocial immediacies; (2) wait actively for the fruits of one's teaching efforts; (3) begin before feeling…

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 study investigated the practice teaching experiences of Bachelor of Education (Design and Technology) students at the University of Newcastle (Australia) to determine what they saw as successful and unsuccessful events. Eleven second-year students at the University of Newcastle were asked to write about one successful and one unsuccessful…

Notes that collaborative action research helped Australian adult education teachers refine their classroom skills and reflect critically on their current practice. Discusses research designed to develop teachers' skills in meeting the English language learning needs of disparate groups of learners and to assist these teachers in redirecting their…

This article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the…