The promotion of reflective practice, while widely advocated in higher education settings, nonetheless presents numerous challenges. This is an under-researched aspect of the discourse on reflective practice. A key challenge for those working in the field of teacher education within higher education is to promote a culture of refection in large…

Student teachers' potential to change and reflect on their activities can be positively influenced by the opportunities created in teacher education programs. This paper explores an educative opportunity with the researcher and his practicum advisees by facilitating a continuum of reflective school-based activities through a dialogical…

The article illustrates the hopes and challenges evident in my attempt to use action research as an approach to engage student teachers in reflective processes. The data was systematically generated from the student teachers themselves and from the diaries I noted through out the inquiry. The study suggested that while lack of previous experience…

Discusses the need to address spiritual beliefs in teacher education, arguing that: because spiritual impulses are so primary for many people, they must be addressed in teacher education; educators must recognize and cultivate students' spiritual motivations to teach and foster reflectivity; and student teachers must learn what they can legally…

Examines the range of strategies that can be used to promote reflection, focusing on microteaching as a vehicle for enabling students to become aware of their values, attitudes, and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow, and tutor that…

Presents the stories of three novice teachers with disabilities, describing their journeys to knowing themselves as young adults and teachers. The impact of their experiences is discussed in light of their developing pedagogical knowledge, concluding that for them, teaching is an encounter with the self, and their encounters are an untapped…

This paper describes the use of reflection journals in a teacher education course with a field experience, analyzing and discussing the results of using these reflective journals. Information comes from Education 75 (ED 75), "The Teacher, the Learner, and the Curriculum," which is offered at a small, Texas, liberal arts institution. The…

Asserts the importance of self-study in teacher education practices to promote reflective teaching, suggesting that self-study serves as a means to promote reflective teaching and as a substantive end of teacher education. A five-part theoretical rationale for using self-study in reflection-oriented teacher education is presented (e.g., the…

Describes a supervision method that brings together teacher candidates and supervisors to cultivate candidates' disposition toward and ability to construct knowledge. Two case studies illustrate the method, which considers teaching a reflective, inquiry-based, knowledge-producing activity and considers supervision a process where candidate 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…

This paper presents descriptive research comparing levels of cognitive and reflective development among preservice and inservice teachers. A question about the effectiveness of the state educational reform law was used to collect data identifying student reflection levels. The question was presented as a written assignment to undergraduates in an…

Discusses how some preservice teachers examine their racial and ethnic attitudes via reflection, suggesting that reflection is insufficient in helping teachers examine their ideas of teaching because it privileges the epistemology of the individual. Demonstrates how teachers' mainstream academic knowledge and personal/cultural knowledge can be…

Examined how, over a 1-year primary post graduate certification of education, student teachers in England experienced their professional learning and the extent to which this mapped onto the underpinning assumptions of the course process. Discusses students' experiences in learning to learn, students' motivations, function of teacher educators,…

Examines how Bloom's Taxonomy can be used by Montessori teachers-in-training as an explanation for the level of proficiency exhibited by supervising teachers. Focuses on the process of becoming a skilled Montessori teacher in the context of the taxonomy and how supervising teachers and training programs can guide student teachers to deeper…

Portfolio assessment is valuable for promoting reflective practice in student teachers. This paper describes how a university supervisor required her student teachers to select three professional goals at the beginning of their practicum and provide the proof that they achieved them by the end of the semester. The supervisor began by showing the…