To reform instruction by moving towards student-centered approaches, research has shown that faculty benefit from support and collaboration (Henderson, Beach, & Finkelstein, 2011; Speer & Wagner, 2009). In this study, we examined the ways in which a mathematician's instruction unfolded during his participation in a faculty collaboration…

This study investigates teachers' understandings of and perspectives on the role of culture in their educational settings through cultural inquiry studies and reflections. The participants included 22 in-service teachers enrolled in an advanced master's degree program. Using the Cultural Inquiry Process with a social justice stance, teachers in…

Action research is increasingly recognized as an important component in initial teacher education programs in different countries around the world. Either as an inquiry project conducted during a field experience, or as a research-inclusive course, action research processes are introduced to student teachers during their study period in order to…

This research develops a narrative of incidents of intentional learning by students studying undergraduate economics as represented in their written reflective journals. The deliberate integration of learner reflection, reflective practice and reflective writing into the pedagogy may facilitate transfer learning (Sousa, 2006). Transfer has been…

Philosophical inquiry (Lipman, Sharp & Oscanyan, 1980) has the capacity to push boundaries in teaching and learning interactions with students and improve teacher's pedagogical experiences (Scholl, Nichols, Burgh, 2008). This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school…

This paper presents the voices of California beginning teachers who completed focus group discussions on their perceptions of their own development as reflective practitioners, analyzing the nature and extent of teachers' thinking. Teachers were part of the California Formative Assessment and Support System for Teachers (CFASST), which is framed…

There is considerable interest in the conceptualization and design of the clincial components of teacher preparation programs generally, and a growing interest in inquiry-oriented programs. This study sought to determine perceptions of the degree of implementation of an inquiry-oriented student teaching curriculum at the University of Northern…

This report argues that the most effective way to raise academic achievement is for teachers to become inquiring professionals with action-research and reflective-thinking skills. The report defines effectiveness and examines the views of various stakeholders about what qualities they value in school, arguing that effectiveness is a complex…

This paper presents an argument for self-study of teacher education practices as a means-and-ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the…

This study explores how an Inquiry-Based Demonstration Classroom (IBDC) professional development program affects the extended inquiry instruction of secondary science teachers and how teachers view their extended inquiry practice while involved in the IBDC professional development program. To assess the impact of the program on participants'…

This paper describes the evolution of a graduate program in education called "Cognitive Development and Teaching Strategy." The thesis of the course is that developmental theory offers insights which can help teachers create a "thinking environment" in their classrooms. Each successive version of the course exemplified a different view of the…

In this paper three different meanings ascribed to reflective teaching are examined. The first, Cruikshank's Reflective Teaching Model, sees reflective teaching as the ability to analyze one's own teaching practices. Schon's "Reflection in Action," on the other hand, argues that the professional practitioner is one who can think while acting and…

This paper describes how the experience of carrying out qualitative research contributes to student teachers' development of reflective thinking, promotes constructivist approaches in teaching and learning to teach, and supports feminist perspectives in teacher education. Data was collected from a Research on Teaching class at an Israeli teacher…

This paper describes and analyzes the experiences of an inquiry group that was part of a National Science Foundation-funded elementary mathematics teacher enhancement project, the "Mathematics for Tomorrow Project." Inquiry group meetings focused on discussions and interpretations of data that teachers have brought from their classrooms. A…

This paper presents a model of supervision that examines and informs the understanding of professional development within a Professional Development School (PDS) context. It offers a theoretically-based model for supervision, drawing on three bodies of literature (supervision, teacher inquiry, and PDSs). The study constructed and explored a model…