The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The…

Sandy Schuck's cross-sectional self-study (see EJ863273) examines her work as a teacher educator. She views herself as responsible for helping elementary school teachers to develop as teachers who will enact a reformed approach to mathematics. Schuck presents a wonderful tangle of findings and challenges, framings, and reframings. As a teacher…

This article illustrates how community service-learning can be defined and implemented as a group inquiry project in which students apply academic knowledge and social problem-solving skills. The authors examined eleven different community service-learning projects put into practice by elementary and middle school teachers who participated in…

Three English teachers share their ideas on how their work as a writer helped them as a teacher. One teacher has found that the desire for meaningful response to her own writing has led her to evaluate her students similarly. A second teacher discusses how personal experience translates into teaching how to convey rejection in a useful and tactful…

Reflection is an important yet often-neglected aspect of management performance. This article proposes that management educators take advantage of the contemplative classroom learning process by modeling and teaching reflective practice. A framework for conceptualizing reflective learning is presented. Reflection can result in deeper learning not…

Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's…

Volumes of literature outline the benefits of using journals in the classroom, most of which give methods on how to generate, administer and assess student journal writings. And although vast numbers of publications overflow with literature retelling theories and methods on how to engage in reflective practice, few are the submissions of concrete…

Our purpose was to investigate the efficacy of using reflective practice to guide our action research study of incorporating formative assessment into middle school science teaching and learning. Using participatory action research, we worked collaboratively to incorporate formative assessment into two instructional units, and then engaged in…

The purpose of the study was to determine whether or not elementary classroom teachers' exploration of an integrated theoretical model of formative assessment would change participants' understandings of formative assessment and whether or not participants would apply this newly-acquired knowledge to their classroom assessment practices. After…

In order to improve teaching and learning within a faculty, an action research intervention involving peer observation of teaching staff via an expert was designed and implemented. A total of ten staff (including the first author) were observed over the year. The process consisted of observation at class, a written report, discussion between…

This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on…

In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist…

A brief review of the state of music education in the UK at the time of the creation of the "British Journal of Music Education" ("BJME") leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out…

Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently…

This research is concerned with how exposure to a diverse range of lived and personal experiences and then guided reflection of teaching episodes can be harnessed to assist student teachers in making meaningful connections with their diverse and complex learners. These strategies were used in a bid to promote critical perspectives and approaches…