The service-learning movement is widespread in European international schools. The most comprehensive initiative presented at two recent European Council of Independent Schools conferences was the Creativity, Activity, Service (CAS) course that students must pass to graduate from International Baccalaureate schools. Exemplary programs in England…

In English teacher education, some have seen Schon's work as justifying movement toward school-based training to bridge theory-practice gaps in teacher education. This article suggests that Schon's work, in the context of Wittgenstein's description of language, can be reinterpreted to support a wider notion of teacher education and professional…

Argues that the "reflective practitioner" concept is only a partial framework for informing teacher development. Presents an in-service teacher education program in Albania that includes consideration of the social nature of learning and how the social and cultural context influence practice. Proposes six key issues for teacher…

An international professional community of 64 elementary and secondary teachers came together on the Internet to make sense of their practice of teaching French as a second language using the Internet. Excerpts from listserv discussions on classroom control and monitoring demonstrate how teachers collaboratively reflected on specific classroom…

Describes how case studies of three elementary teachers provide documentation of the extent to which the Washington State educational reform movement has altered classroom literacy practices over time. Reveals the narrowing of curriculum to "teach the test" and replacing professional development opportunities with work designed to boost…

Two recent theoretical developments in adult education, self-directed learning and transformative learning, are applied to the college faculty development process. With this approach, faculty learn to direct their own learning process, become aware of their assumptions about teaching, and revise them using critical self-reflection. (MSE)

Two college professors used peer observation to learn specific instructional techniques and content from each other's classrooms. Pre- and postobservation conferences, surveys of colleagues and other colleges and universities about peer observation and coaching, and reflective journals indicated the experience required great trust but was well…

Examines the role of emotions in teaching, noting the significance of teacher emotions to classroom management. The paper focuses on one teacher's experiences teaching a ninth-grade class at a local public high school, examining how his emotions affected his teaching decisions and behaviors and his classroom management techniques. (SM)

A community college professor recounts how he took a risk and left the security of his job when it began to feel stale in order to push his creativity as an educator to the limits. Moving to a university, he took risks in the classroom and pushed his students to their creative limits. (SM)

Examines historical and current conceptions of teaching for understanding, highlighting three sources of dilemmas that get in the way of helping students make sense of the world they live in (teacher preparation, the social organization of schools, and the school system norms and regularities). (SM)

Presents ideas for broadening the perspective of teacher reflection, discussing ways to encourage teachers and principals to make suggestions about developing their schools and their perspectives of teachers' work. Finland's efforts toward that goal are examined, focusing on perspectives in reflection and tools for broadening perspectives. (SM)

Describes and discusses perspectives regarding related theory and research on reflective teaching, focusing on conceptual alternatives and theoretical traditions of reflection, practical and empirical efforts on reflection in classroom and physical education settings, and methodological issues and recommendations for future research. (SM)

Recall of teaching events from a lesson is an important part of reflectivity for preservice teachers. Researchers examined questions about the differences between unaided and aided recall of deviations from planned lessons. Results indicated student teachers recalled less than half their deviations and were prone to forgetting student-initiated…

Issues and problems encountered in teaching a university faculty development course are discussed. The course focused on sustained reflection and classroom research as a means for improving instruction. Issues include the challenge of addressing each teacher's needs and transforming course learning and shared experience into better classroom…

Discusses theory and practice in the context of peer observation. Peer Observation is widely accepted in principle as a valuable contribution to teacher development, but in practice it is often resisted.(SM)