This article draws on data collected during a funded research project on undergraduate teaching within a single discipline, social policy. Starting from observations drawn from analysis of the interview transcripts, the article develops the concept of "integrity of practice" from the literature on reflective practice and the scholarship of…

Describes the evolution of an introductory astronomy course from fact driven to concept driven. Presents a rationale for a course designed to engage students in considering answers to the questions "what are we?" and "how do we know what we know?" (DDR)

Demonstrates that the ways people reflect individually are shared across cultures, but the ways they reflect collaboratively are structured differently among cultures, examining cultural differences in communication and discussion methods and concluding that these differences have implications for teacher education. Teacher educators must be…

The authors describe the ways in which, as preservice and inservice teacher educators, they conceptualize balanced literacy within an educational climate that values quick fixes, standardized curricula, and high-stakes testing. They proffer a professionalized version of the work of teachers in the classroom that values, fosters, and supports…