Describes a supervision method that brings together teacher candidates and supervisors to cultivate candidates' disposition toward and ability to construct knowledge. Two case studies illustrate the method, which considers teaching a reflective, inquiry-based, knowledge-producing activity and considers supervision a process where candidate and…

Presents an evaluation system designed to document and facilitate change in teachers. Implicit in the development and implementation of the system is the goal to model evaluation for teachers. Contains 22 references. (DDR)

Notes that the practicum course helps students navigate the transition from theory to practice. Describes the author's experience with this program over two semesters noting the improvements made for the second semester. Presents data from student surveys regarding effectiveness of the practicum course. (SG )

Suggests that Ralph Waldo Emerson is one of the most important figures in American Literature, yet his writing can be too "lofty" for many modern students to grasp. Offers some examples of ways to bring Emerson down to earth, grounding his spiritualist musings in material illustrations and making him more accessible to students. (NB)

Inspired by Donald Schon's work "Educating the Reflective Practitioner" (1987), the authors create virtual worlds using an approach combining video technology and the case teaching method. This article describes two video series, "Mentoring the New Teacher" and "Becoming a Star Urban Teacher," aimed at enhancing the…

Describes how data from English language teaching (ELT) classroom research can be exploited in teacher development activities. The contribution data-based activities can make to teacher development is outlined, and examples that illustrate the principles underlying their design are presented. A case is made for using such activities to facilitate…

Argues that reflective practitioners use unfamiliar research methods and forums for publication, methods and forums that have not yet been recognized as legitimate or authorized to build the base of knowledge that informs their practice. Draws attention to the forms and forums in which reflective practitioners work. (SC)

The tradition of the active mind views knowledge as provisionally constructed by the mind in perpetual interaction with the world. There are no substitutes for students' and teachers' consistent application of intelligence and steady thinking. A problem-based-learning approach to teacher education exemplifies John Dewey's laboratory model.…

Presents five story telling strategies--inspired by the work of Vivian Paley--that teachers can use to discover children's perspectives in a classroom: share the story of our names, share favorite stories from childhood, pass the paper and find the different stories, act out the story with different communication styles, and see our work as making…

Using Schon's concepts and definition of reflective practice, this article elaborates a model used to analyze the author's own processes of "reflection-in-action" and "reflection-on-action" in teaching first-year architectural students. Emphasizes the importance of the concept of "role-frame" in informing the whole…

Explores the concepts and theories Dewey developed in the 1897 essay "The Significance of the Problem of Knowledge" and analyzes some current educational discussions of knowledge in the context of Dewey's thoughts. Cautions against casting different views of knowledge as dialectical oppositions. Agrees with Dewey on the importance of…

Describes a project in which participating faculty used a videotaped teaching session to observe and reflect on the theoretical underpinnings of their classroom decision making, the extent to which they are meeting their own perceptions and expectations of themselves as high-quality teachers, and the ways in which they might improve. (EV)

The link between theory and practice in teacher education is discussed and an integrative model that allows for principled learning, meaningful application, and guided reflection that helps to bridge the theory-practice gap is presented. (Author/VWL)

Describes a collaborative model in which college instructors work together to support and assess teaching innovations. Basic principles of a clinical-based method of supervision were adapted for the three-phase process (planning conference, classroom observation, feedback conference). Provides examples of collaboration and participants' feedback.…

This article examines the uptake of reflective practice, as one of a number of educational discourses, by student teachers in a new Bachelor of Education degree in the United Arab Emirates (UAE). In a recent article, Pat Richardson [2004. International Journal of Educational Development 24(4), 429-436], argued that reflective practice is…