Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…

This paper presents the process and the outcomes of an action research project aimed at examining and improving pedagogical practices in a Norwegian in-service English teacher course through the use of the Reflective Teaching Model (Hart, Najee-ullah, & Schultz, 2004). The project was conducted in a constructivist-based classroom and consisted…

This study on evaluation of university supervisors of student teachers is based on the work of Lee Goldsberry (1989). Goldsberry describes different roles that student teacher supervisors can take, focusing on the function of supervision itself. One of these roles has, as a primary purpose, maintaining a facade that supervision is being practiced.…

This paper seeks to explore how beginning elementary school teachers (N=161) in Singapore conceive the scope and nature of science and to understand the relationship between those views and their present approach to, as well as their past experience of, science teaching and learning. Results of an inquiry into the teachers' views indicate that…

This paper highlights a project aimed at devising an appropriate training scheme for foreign language teaching assistants in Britain and encouraging as many universities as possible to adapt the scheme to their own institutional settings. The scheme entitled DOPLA (Development of Postgraduate and Language Assistants) originated at the University…

This chapter reports on a study--referred to as the reflection study--took place within the department of foreign languages at the University of Toledo. The study sought to engage in a collaborative action research project with volunteer graduate teaching assistants. The students were to select an aspect of their teaching, determine goals in…

This study explored secondary preservice science teachers' attempts to implement a constructivist approach to science teaching in a practicum setting. Described is the secondary science education program at St. Francis Xavier University. Interview excerpts are presented as data. Results indicated: (1) student teachers went through two…

This paper presents findings of a study that examined case-study teaching methods, specifically, the use of case stories in the training of educational administrators. A case story blends aspects of the case-study methods with storytelling. The case-story approach asks students to develop case stories, using their personal experience to create…

This study analyzed differences in perception of "critical incidents" in classroom teaching among inexperienced, experienced, and award-winning university professors. In past research, expert and novice differences in teaching have been attributed to differences in teacher knowledge, but the teachers were almost entirely at the…

This study investigated the impact of administrators' constructive comments to preservice teachers about their micro-teaching demonstration. The project used a research model that concentrated on cognitive changes rather than changes in behavior and that used images of growth rather than measurable changes. It attempted to facilitate reflection,…

Even though videotape technology has been found to be an effective tool for evaluation of student teachers, this technology is often not used to assess performance in preservice clinical experiences. The purpose of this study was to explore the use of video technology as a tool for reflection in teacher education. In the study, student teachers…

This paper examines secondary preservice student teachers' conceptions of teaching and reflections upon teaching experiences, as expressed in journals written by the student teachers. The paper presents excerpts from the journals of several student teachers. A study is then reported of a student teacher in social studies and his cooperating…

This book offers a variety of forms to help the college instructor obtain feedback concerning instructional quality and improve instructional effectiveness. Two preliminary charts match specific forms to specific instructor concerns and compare the forms for sources of input, value, and limitations. Each form is introduced by a discussion of the…

This study examined the Model Education Center (MEC) Professional Development School (PDS), formed by San Diego State University and a nearby school district in 1984. The study investigated whether core beliefs embedded in the PDS had a lasting effect on the teachers it graduated. Participants included teachers at three target schools; teachers…

This study evaluated how teachers perceived their efforts to improve their teaching practices by participating in the Jacksonville Urban Educational Partnership (JUEP), a Professional Development School (PDS). The JUEP was designed to create sustained, high quality, professional development systems for inservice educators in three PDSs. The study…