Using King and Kitchener's model of reflective judgment as a framework, I inquired and examined critical reflective thinking skills of myself and my pre-service and in-service teachers in the process of developing a multicultural autobiographical curriculum in 4 years. I explored, in a narrative inquiry mode, my historical cross-cultural self and…

This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

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…

This paper introduces the concept of critical viewing and illustrates what it means to take a critical stance in classroom teaching practice. The paper's purposes are: first, to discuss the possibilities of criticism in classroom practice as defined by progressive educators; second, to explain the interrelationship between critical literacy and…

This study explores adult education practice by using an expressive research method based on using the metaphor of an exhibition as a vehicle for presenting and reflecting on seven episodes in the researcher's two decades of teaching at various locations throughout Australia. In accordance with the metaphor, the study report contains the following…

The project approach to teaching allows children to explore a topic in depth and document his or her learning. This guide for teachers shows how good project work can address challenges faced by early childhood teachers, such as overcoming ill effects of poverty, or responding to children with special needs. The book provides guidelines for…

Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their experiences. It is generally agreed that critical reflection consists…

This paper explains how a World Wide Web site was designed to assist preservice teacher education students in reflecting upon their learning and to assist a teacher educator to reflect upon his teaching in university classes. The students reflected on their learning experiences in university classes using a three-phase reflective framework: (1)…

This serial issue contains eight articles all on the theme of "Becoming Teacher Researchers.""Becoming a Network of Teacher Researchers" (Scott Christian) discusses how portfolios of classroom work provide documentation and encourage more systematic teacher research involving established research techniques. "Identifying…

Responds to three articles in previous issues of this journal on teaching classroom management in preservice teacher education. Outlines how Texas Southern University students learn and practice management approaches in field-based classes, which makes their learning constructivist, learner centered, and powerful. (SM)

This paper examines the place of formative evaluation in the design of a teaching practice curriculum in Greece. It describes the practicum and discusses the process and content of reflection based on two years of formative evaluations. Students' thoughts focused mainly on themselves, on general pedagogy, and on their pupils' differentiated…

Describes a pilot preservice teacher preparation program at an Austin (Texas) middle school. The program focused on teaching reflection to interns. Intern data formed the basis of a conceptual model that describes four forms of reflective activity (critical observation, reflection-on-action, reflection-in-action, and purposeful change) and…

Describes how seven teacher educators and an outside consultant used action research as a framework to develop and implement a collaborative interdisciplinary methods course for preservice elementary educators. The article documents their struggles to develop curriculum and implement different teaching methods. (SM)

Describes a study which examined personal teaching metaphors developed by secondary teachers in a graduate course for improving understanding of relationships between teaching theory and practice and factors like school context, subject matter domain, personal history, and teaching experience. Case studies found several themes confirming prior…

Describes the evolution of the Vermont state-mandated system of prospective teacher evaluation by portfolio and examines the Middlebury College (Vermont) portfolio design and its effect on restructuring of teacher preparation programs, the student teacher practicum, and professional relationships with cooperating teachers. (SM)