This study investigates how preservice teachers make sense of student-centered instruction with existing traditional beliefs about teaching. Teacher educators assume that university instruction translates directly into practice, yet, research is clear that beginning teachers revert to traditional teaching practice. For elementary teachers, one…

This paper uses Foucault's notion of parrhesia to analyse the story of another and to interrogate teacher education in terms of the particular moral order or the forms of socialization that it uses. I examine the context of my own teaching in terms of truth-telling and the normative expectations that were found to exist. Through reflection and…

In this essay, the authors argue that only by sharing their mistakes and uncertainty can they fully reflect on their own process as teachers, only by understanding their process can they begin to identify the many factors that contribute to classroom messes in the first place, and only by acknowledging the perpetual messiness of their practice can…

Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal…

The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural…

Teacher Work Samples (TWS) can be viewed in terms of a product and a process. As a product, the TWS measures a teacher candidate's (TC's) ability to promote student achievement, documents that TCs have met minimum national standards, and validates teacher education programs. Teacher candidates engage in observable, job-related behaviors that serve…

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

Community-based approaches to literacy should consider the dynamics of context and culture, develop community and connection with learners, have meaningful participation, and involve practitioners in inquiry and reflection. (SK)

There is a pressing need to refocus teacher education on five professional mind sets: reflective (self), collaborative (relationships), analytic (organizations), worldly (context), and action (change). These mind sets affirm that effective, committed teaching requires integration of content expertise and organizational and relationship skills.…

By engaging in reflective practice, adult educators can identify and take ownership of assumptions, preferences, and habits and allow teaching to be informed by and freed from them. Spiritual reflection helps identify connections and contributes to well-being. (SK)

Multiple case study method elicited data from four students in a teacher education program. Their level of reflective thinking was related to maturational development and epistemological views. Most tended to exhibit lower to middle levels of reflection, suggesting that critical reflection requires deeper transformation of beliefs and values.…

Discusses the importance of teacher reflection in education. Draws distinctions between refection in practice, reflection on practice, and reflection for practice. Makes three propositions that suggest a range of potentially fruitful research questions. (ASK)

Examines the practice of teaching in light of Heidegger's work, "Being and Time." After discussing the main themes (particularly that the fundamental way of being is not cognitive), it examines implications for such issues as the place of theory and reflection in education, considering generalized approaches to professional work and…

This article examines the impact of racial consciousness on the practice of a group of five exemplary teachers, participants in a long-term professional development program in diversity education. The article draws from transcripts of group discussions in which teachers reflect on the development of their consciousness of race, racism, and…

The sharing of classroom experiences and discussing relevant research have led teachers and their teacher inquiry support group to take risks in their instruction, leading to meaningful and productive change in their classrooms. The reflective practitioners in the teacher inquiry support group are committed to the creation of democratic classroom…