A 6-day professional development workshop was conducted by Canadian professors for Chinese nurse educators. The nurse educators learned to reflect on their role as clinical teachers and increase links between theory teaching and practice-based instruction. (SK)

Proposes that music teachers should use a reflective approach to classroom management that enables them to examine their teaching practices. Offers a collection of questions for classroom management to determine and improve teachers' perceptiveness, creativity, and ability to set a good example. (CMK)

This article offers educators of students with disabilities guidelines to facilitate better interaction with families of children who are culturally and/or linguistically diverse. It urges self-evaluation and reflection on personal interaction style and necessary modifications to facilitate cross-cultural communication. It suggests ways to…

The purpose of this paper is to theorize the author's teaching in a course for experienced university teachers, in a context of increased attention to such courses. The focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an…

This paper draws upon research undertaken in nine higher education institutions for a doctoral thesis. The qualitative study used repertory grids and semi-structured interviews with nine course leaders to investigate models of professional development that underpin courses for new teachers in higher education. While evidence of good levels of…

In a three year research study we addressed the question: "How does authenticity develop and what can we do to encourage that development?" We came to understand that becoming an authentic teacher is a journey during which an individual becomes more aware of him/herself apart from the collective. We came to define authenticity as a cluster of…

As a result of recent changes to U.S. undergraduate mathematics instruction, graduate student teaching assistants (TAs) may now be asked to teach in ways that they did not themselves experience as students. One such example is the use of collaborative group learning. The preparation TAs receive to teach in these new ways has the potential to shape…

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article,…

Forty-four student teachers' existing understanding of Information and Communications Technology (ICT) and the way it changes as they learn to teach is examined. The cohort were taking a postgraduate certificate in education course at the University of Cambridge UK in 2000-2001. Data from assignments, questionnaires and interviews were analysed.…

Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse about teaching practice. (Contains 2 tables and 1 figure.)

Universities have realized the need to equip students with appropriate information and computer technology (ICT) skills to prepare them for the workplace. This paper highlights a situation in which academics are uncomfortable with the new technological innovations being used to enhance teaching and learning. The need to integrate technology into…

Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper…

Although there is a fair amount of knowledge on the issue of promoting student-directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student-directed learning should be introduced in teacher education. This makes it possible to break the didactic…

This research aims to study the ways in which a teacher learns through and about professional practice. Data presented here is drawn from one year of teaching and focuses on pedagogical practices, critical reflection upon those practices and the impact of the implementation of a new physical education syllabus in Maltese secondary schools. The…

This collaborative paper explores the process of creating a learning community as a complex learning system in an early childhood graduate course. Reflected here are the course instructor's experiences and those of various students who took the course at different times. This exploration was inspired by the students' (re)created and repeated…