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…

Illustrates the use of reflective analysis by English-as-a-Foreign-Language teachers in training. Describes an assessment instrument devised to develop participants' self awareness during their training. (Author/VWL)

Examines the intersection of two key reform ideas in science teacher education--professional teaching standards and the use of case methods. Tracks the historical development of what can be called second wave teaching standards and describes how those standards can be exemplified through multimedia web cases of science teaching. (Author/MM)

Suggests that Mill and Romano-White's findings should motivate reassessment of strategies currently used to enhance teachers' knowledge and skill in working with young children. Argues that teacher education programs need to help preservice teachers engage in reflective practice. Notes that the findings clarify the role of a positive work…

Describes 8 activities the authors have used in their teacher education courses that help prospective teachers develop the self-reflection and self-analysis; build an effective value base for teaching; integrate their personal and practical knowledge into a coherent system of values that will serve them in their profession; and construct personal…

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…

Stresses the importance for teachers to analyze their Intelligent Questioning (IQ) and Responding to Answers (RSA) scores. Provides three methods for measuring IQ and RSA: Flowchart for Asking Effective Questions, Questioning Observation form, and Flanders Technique of Interaction Analysis. Contends that by improving these teaching skills,…

This article describes the experiences of two university professors teaching academically gifted youth in a 3-week intensive academic program, Francis Marion University's Program for Young Scholars. This experience led the professors to reevaluate their teaching styles as they taught the equivalent of a college semester course in 3 weeks to…

The "Teachers' Learning Project" (1999), by John Smythe and colleagues, is pitched at Australian teachers, but is adaptable to England and elsewhere. Rather than prescribing theories and practices, this publication supports critical reflection by providing suggestions and structures for gathering evidence, discussing practice, and…

With the purpose of contributing to the research and discussion about youth work as a contextual, interpersonal process of human interaction, it is suggested that youth work is like a modern dance that works best when youth workers are present, in sync with youth development rhythms for trusting and growing and making meaning in an atmosphere that…

In this article I have addressed the need for change from the traditional, technical skills model of the practicum in teacher-education programs, to a practicum that has a broader educative focus. Following a description of the implementation of a practicum experience with an emphasis on inquiry, I consider data from a three-year study designed…

The provision of a professional development programme for distance tutors can be problematic because of the need for flexibility to cater for a variety of working practices, or to overcome the hurdles imposed by geographical remoteness. At the UK Open University, online networks are widely in use for teaching and learning, and we are actively…

To look at practitioners in the field of early childhood education is to look at a kaleidoscope of education, experience, and practice, from practitioners who are beginning in the field to practitioners who have extensive experience and education and have mastered the art of teaching. This kaleidoscope of practitioners brings into the light a…

Students training to become teachers of science to children aged between 7 to 11 years used principles of reflective practice linked to participatory approaches in their curriculum planning and evaluation. A central part of the work was to enable them to introduce aspects of education for sustainability to their pupils. Students first undertook a…