A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others…

Examines the value of reflection as a meaningful way of approaching learning about teaching in order to develop a better understanding of teaching and teacher education. The article explains that an appropriate focus on experience in teacher education can be influential in developing effective reflective practice and that effective reflective…

Examined the usefulness of formal teacher preparation for those with prior teaching experience, investigating the experiences of Stanford Teacher Education Program graduates. Five themes emerged as central to their learning (e.g., greater awareness of students in their classes who were struggling academically and how to help them, broader and more…

Describes a cognitive intervention that offered novice student teachers access to the thinking underlying an expert teacher's practice, examining the implementation and impact of the cognitive intervention, which involved two 2-hour workshops held between participants' first and second practicum experiences. Workshop transcripts indicated that…

If we are to change the pedagogy of teacher education, then teacher educators need to listen carefully to the students they teach. Drawing on a longitudinal study where prospective teachers talk about their learning across a 2-year teacher education program, this article seeks to illustrate and to interpret interview comments from five prospective…