Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence-informed profession as part of ongoing major education…

This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The…

Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL)…

The government of the Sultanate of Oman actively promotes the value of English as a global "lingua franca" to support modernization and national economic growth. This policy, however, creates difficulties for many teachers, who find themselves implementing certain practices that conflict with a vision of English language teaching (ELT)…

Over the past 20 years, the teaching profession has embraced the notion of the teacher as reflective practitioner, which has led to an increased emphasis on teacher education programs offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and…

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

This article examines the role of reflective practice in a growing culture of new managerialism and performativity which has emerged in schools in the Republic of Ireland over recent years. Ten student teachers participating in a Postgraduate Diploma in Education and 24 experienced teachers participating in a Master's in Education programme…

Recent changes in education, including inclusion of students with disabilities, promise to heighten the complexity of teaching. Preparing reflective teachers may help to deal with these increasing demands. This paper reports analysis of critical reflection and two other features in cases authored by teacher candidates and submitted in a course on…

Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and…

A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an…

Mentoring is proposed as an effective strategy for helping novice teachers develop professional knowledge. However, a recent analysis of mentor-novice conversations in the United States about teaching reveals that they may not be important to the development of teachers' reform-minded practice. While this might be the case involving student…

Action research theory and practice can help encourage preservice teachers' critical reflection. The paper reviews action research theory, discusses conceptions of reflective teaching, and examines the power of action research to shape preservice teacher reflection. Several reports of how teacher educators have used action research in practice are…

Describes a teacher education program that provides multiple opportunities for preservice teachers to construct and reflect on learning to teach. The program emphasizes helping teachers to see themselves as learners, as teachers of content, and as researchers. Examples of course work and assignments that reflect a constructivist perspective are…

An Alberta teacher education program built around "teacher knowledge" begins with what preservice teachers already know rather than programmed knowledge and skills. Learning to teach becomes a process of expressing one's knowledge in practice, reflecting on that practice using personal and theoretical resources, and then trying out…

Teacher education programs rarely help teachers develop those attitudes and skills that will enable them to identify and speak out for that which they know and value. This research reports on a preservice program based on the assumption that by systematically requiring teachers both to reflect on their own practice and to seek out and respond to…