The ability to reflect on teaching is crucially important for the professionalization of trainee teachers. The fostering of reflection processes -- by means of the systematic analysis of one's own and others' teaching from subject-specific, methodological, and educational science perspectives -- plays a central role in a continuing and consecutive…

This study examines the use of an explicit, reflective method for teaching the difference and relationship between scientific theories and laws to ninth-grade students. Students reflected individually and then as a whole class on theories and laws using a Venn diagram, both before and after reading short articles describing features of theories…

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their…

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

Teacher educators require reflective assignments to develop the educational thinking of prospective and experience teachers. Reflective rubrics describe the quality of thinking and provide insight into teacher development. Larrivee (2008) developed a rubric compiled using input from teacher educators. Pre-service teachers' reflections with…

This study explored the influence of a Saturday Science program that used explicit reflective instruction through contextualized and decontextualized guided and authentic inquiry on K-2 students' views of nature of science (NOS). The six-week program ran for 2.5 hours weekly and emphasized NOS in a variety of science content areas, culminating in…

Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

The relationship between teaching and learning requires a coordinated effort between teachers and students that depends upon common goals aligned to the teachers' expertise and the students' academic needs. Without a systematic approach to teaching, instructional practice can neglect learning targets. Formative practices afford teachers a…

Including classroom research methodology in undergraduate is not a common practice. In order for practicing teachers to conduct classroom research in their own classrooms it is critical that they are involved in some form of planning preparation during their pre-service years. In this study, classroom research was included in one undergraduate…

This study explored the impact of a reflective teaching method on pre-service elementary teachers' conceptual understanding of the lunar phases, reasons for seasons, and simple electric circuits. Data were collected from 40 pre-service elementary teachers about their conceptual understanding of the lunar phases, reasons for seasons and day…

This paper examines how Lesson Study (Lewis, 2002) was used in an elementary mathematics methods course held at a Professional Development School and intended to support pre-service teachers to become reflective practitioners while working alongside clinical faculty. Attention is given to detailing the features of Lesson Study that situates the…

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue…

Given the current emphasis on conducting high-quality experimental studies, it is becoming increasingly important for researchers to accompany their studies with evaluations of the "fidelity of implementation" of the experimental treatments. This article compares the form and extent of an experimental treatment to student learning. The study…

In the spring of 1979, an experimental study was conducted to evaluate the possible effects on preservice teachers of Reflective Teaching, a new instructional alternative for teacher education that features peer teaching and evaluation. One of the hypotheses about Reflective Teaching stated that, as a result of engaging in Reflective Teaching,…