Learning to become a teacher is a developmental process, part of which is learning to become a reflective practitioner. The authors have implemented a structured approach to developing the habits of critical reflection, the purpose of which is to guide their university students (who are pre-service teachers) to progress through the stages of…

This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

As a new teacher educator of beginner teachers on the Graduate Teacher Programme in a large School of Education in a UK university, I have reflected on how I have been able to develop the effectiveness of modelling good professional practice to student-teachers. In this paper I will present ways in which I have made modelling more explicit, how…

This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author's private studio. A series of lessons were…

The field of teacher research is increasingly including self-study as a valid and reliable method with which teachers can study and improve practice. In this self-study, I develop knowledge of myself as a nonfiction reader and use it to inform my instruction. Guided by the work of Schoenbach, Greenleaf, Cziko, and Hurwitz (1999), I use…

The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their…

In the present era of accountability, there is a real and justifiable temptation to use collaboration to focus strictly upon instrumental goals that have an immediate impact on classroom practices. However, without some time and reflection devoted to why teachers do what they do, a sustainable culture of collaboration is unlikely to emerge. Based…

Concludes that, after learning about and analyzing their own teaching, it is possible for educators to make changes in their teaching styles. Focuses on a physics professor. (Contains 31 references.) (DDR)

Through their own pedagogically oriented inquiry-based learning, teachers become better prepared to support an increasingly diverse student population in their learning.

Investigates what two teachers learn from each other as they engage in the three-month coteaching of an engineering curriculum to Grades four and five. Provides direct and indirect evidence of teachers' knowledgability. Contains 34 references. (DDR)

This study evaluated students' perceptions of two types of instructional materials focused on engineering professionalism: a passage of advice about professionalism and the same passage with a video enacting the advice. The role of experience in learning about professionalism is discussed, with particular emphasis on how educational materials…

This paper draws upon research undertaken in nine higher education institutions for a doctoral thesis. The qualitative study used repertory grids and semi-structured interviews with nine course leaders to investigate models of professional development that underpin courses for new teachers in higher education. While evidence of good levels of…

The recent interest in reflective teaching has resulted in a number of studies in which reflective teaching is proposed as an important aim to be achieved through teacher education programs. Programs for the development of reflective teaching have been proposed, however, attempts at clarifying the meaning of reflective teaching have been scarce.…

Describes a study on the extent to which different children hold animistic notions and the meaning of those notions. Explores the idea of preservice science teachers as researchers. (DDR)

When a constructivist professional development program was introduced to elementary teachers in a school district, some of the teachers who teach in self-contained classrooms (N=59) elected to participate in a yearlong professional development project. To explore the impact of professional development, a purposive sample of participating teachers…