This study explored the applicability of Schon's notion of reflective practice for student teachers in practicum settings. Case studies of student teachers in a practicum found 15 reflective themes and up to 4 precipitants per theme, with 47 factors that enhanced or constrained reflection. Four strategies for promoting student teacher reflection…

Addresses the lack of theory and directing constructs for reflective practice in teacher education, reviewing Vygotskyian and Piagetian theoretical tenets, relating them to a developmental action/reflection framework for adult learners, and summarizing a taxonomy for differentiating reflection according to adult learners' needs. Summarizes the…

Examined the development of critical reflection in preservice secondary social studies teachers during one student teaching semester. Using action research, the study investigated student teachers' deliberation about the ethical and moral basis of their work as teachers and reflection on the broader social conditions of teaching. Results revealed…

Investigated preservice teachers' beliefs about and understanding and use of reflection, interviewing preservice teachers who, together with their mentors, used a reflective framework in the context of a Professional Development School. Results indicated that the use of the framework helped develop preservice teachers who actively thought about…

Reexamined Fuller's concerns-based model of teacher development, investigating teacher development during a two-semester teaching internship program by examining patterns of evolving concerns and aspirations. Results supported and extended Fuller's developmental model. Interns' concerns shifted outward from self, to tasks, to students, as well as…

The article outlines the use of reflective journal writing to help develop preservice teachers as reflective practitioners. Journals allow students to determine their own focus and what they want to understand, and to have their ideas seriously valued as knowledge being personally constructed. The importance of collaboration is examined. (SM)

Preservice training partnerships between schools and universities can appear to be driven by the demands of external accountability. A Neo-Vygotskian model that incorporates understandings of teaching and learning is offered as a framework for preservice training partnerships. Data from a teaching school-university partnership program illustrate…

Examined the timing of reflection-on-action on the beliefs of 36 Dutch elementary student teachers using self-directed teaching methods. Data from student teacher questionnaires administered at four different times indicate that reflection after student teaching may be more effective in promoting attitude change than reflection-oriented learning…

Describes procedures used to model and integrate literacy strategies across several strands of a new Australian graduate program for preservice secondary school teachers, highlighting the literacy demands the program placed on English majors, discussing how a sample of English majors critically reviewed theory and practice during the course, and…

Using the concept of well-remembered events, this study examined how members of 13 elementary school cooperating teacher/student-teacher dyads interpreted the same teaching events. Qualitative differences were found which are discussed in terms of expert-novice studies, teachers knowledge as event structured, and personal narrative in teaching.…

The case study reported here describes two student teachers' thinking related to emergent issues during their first field placement for a course exploring elementary reading instruction. The students submitted journals, lesson plans, portfolios, field notes, and discussion group reflections. Data analysis indicated the students had very different…

To determine conceptions of mentoring, Swedish researchers videotaped mentoring sessions between student teachers and their cooperating teachers and conducted interviews with both groups. Data analysis indicated that the two groups had different conceptions about the function of mentoring and its content and form. (SM)

Three teams of prospective teachers created and presented school "portraits" based on research in an elementary school. Their stories revealed that each team moved from an external point of view to one situated in the actions of teaching. Their efforts to construct their own stories had a powerful impact on their knowledge, relationships…

This study used qualitative methodology to explore the professional development and changes in their practical theories of two student teachers in Australia during their third year of an undergraduate program as they began actual classroom experience at the primary level. The study identified interrelated factors impinging on student professional…

Undergraduate students and recent graduates of an urban teacher education program met regularly to discuss becoming reflective, effective teachers. Qualitative analysis of conversations highlighted the complex learning involved in teaching and factors in teacher education and schools that supported and hindered new teachers' work. The study…