A characteristic of expert educators is their ability to interpret classroom activities critically, to identify and solve problems regarding their teaching practice, and to make thoughtful or reflective instructional and classroom management decisions that are conducive to learning. For educators to be efficacious, they should be active…

Current research continues to attempt to determine factors, or combinations of factors, which influence efficacy in problem solving behaviors. This presentation combines several viewpoints regarding the most important component, or combination of components, needed for the most successful problem solving behaviors to occur. Quantitative literature…

The practices of Reconstructive Reflective Teaching as discussed in the works of Schon, Smyth, and others can provide sound staff development for teachers at all grade levels, kindergarten through college. This review of the literature on the topic provides a definition and a detailed explanation of the assumptions, preconditions, and processes of…

Traditionally, the knowledge base has been defined more as product than process and has encompassed definitions, principles, values, and facts. Recent reforms in teaching and teacher education have brought about efforts to redefine the knowledge base. The reconceptualized knowledge base builds upon the earlier model but gives higher priority to…

This study examined recent literature related to constructivist teacher education, focusing on descriptions of programs and research on program efforts and effects. The study involved literature published from 1990 to the present on constructivist teacher education. This included 20 preservice programs and 15 inservice programs. The studies were…