Describes two orientations to the learning process: "transmission," transfer of information from source to receiver; and "interpretation," development of knowledge through the interaction of receiver with source. Transmission- or interpretation-based values are like a cognitive-affective filter because they form a cognitive and…

Philosopher educator describes how she presents multiple perspectives in her teaching to create learning situations that instill a sense of wonder and curiosity. She is encouraged by increased recognition of the relationships among learning, social action, and social justice, and the recognition of the consciousness of different children.…

A teacher educator developed contexts in which White, middle class prospective teachers told each other teaching stories during weekly seminars. The goal was to consider alternative ways of thinking about and behaving toward diverse students. The experience enhanced participants' understanding of themselves and the strengths and limitations of…

Describes changes in the perspectives and practices of two teacher educators as a result of a series of action research projects conducted over a six-year period in an elementary education course. The studies focused on reflection, student learning, reading and writing instruction, and course impact. (SM)

Discusses use of teacher talk about innovation as an alternative to journal entries in eliciting reflective behavior. Describes a study that investigated whether teachers assembled to discuss portfolio assessment would spontaneously engage in four levels of action (describing, informing, confronting, and reconstructing). Analysis of transcripts…

The journals of six special education graduate students were examined in order to define operational categories of reflective thought. The development of reliable and operational definitions for classifying, coding, and evaluating written journals of preservice teachers is described. Past research on the importance of reflective teaching is…

Suggests that documentation can help teachers: (1) better respond to demands for accountability; (2) teach through direct, first-hand interactive experiences that enhance brain development; (3) be more effective; (4) meet special needs; and (5) help children perceive learning to be important and worthwhile. Describes several methods of…

Two teachers participating in professional development involving research were asked to read and respond, in light of their own teaching, to Lisa Delpit's study of the dilemma of progressive education versus teaching traditional skills to disadvantaged black students. The teachers' responses illustrate the importance of teachers' prior beliefs and…

Introduces a case written by two physical education teacher education instructors. Shows how case method directly impacts the teaching/learning process, explains how to facilitate discussions surrounding the case, offers sample student responses and instructor facilitation, and describes use of case teaching to promote reflection. (SM)

Describes how the personal narratives of Vivian Paley led one early childhood specialist to surprising insights about the ways young children and adults learn. Focuses on the role of children's storytelling and playacting in supporting thinking, classroom discipline techniques, and using children's thinking to improve one's teaching skills. (KB)

This paper evaluates a British program in which 20 undergraduate students training to be primary science teachers planned and delivered a science workshop to students with severe and profound learning difficulties. Analysis focuses on comments of the college students both before and after the workshop experience. The experience encouraged student…

Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…

This article describes changes in the Department of Special Education at the University of South Florida, which has embraced a transformative philosophy emphasizing the constuctivist learning paradigm, a collaborative model of work, the value of diversity, reflective teaching, and the value of a community of learners. Perspectives on this change…

Addresses one of three major challenges facing distance education--its claimed overreliance on behaviorist approaches to teaching and learning. Maintains that distance learning encourages students to review their own learning approaches and to be more proactive about their study methods. (CFR)

Presents one educator's efforts to renew himself as a professor of education by returning to the secondary physics classroom, taking his student teachers with him. The experience made him examine new perspectives on physics students, preservice physics teachers, school science teachers, experienced teachers turned graduate students, and teacher…