There is a longstanding recognition in the field of language education that teachers must continually reshape their knowledge of teaching and learning. This knowledge is developed initially in teacher education programs, then becomes part of teachers' education throughout their careers through reflective practice. Reflective practice occurs when…

This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and…

This article proposes five information-based Golden Rules in intercultural education that represent a holistic approach to creating learning corridors across geographically dispersed academic communities. The Golden Rules are generated through qualitative analysis, grounded theory application, reflective practice, and critical research to…

This article raises some inconsistencies observed in attachment teaching practice in Zimbabwe. The argument made is that these inconsistencies are caused by the different philosophical approaches informing attachment teaching practice and its delivery, which is largely visible in teaching practice supervision. The discussion shows that while…

This article describes an in-service training program in action research designed for mature teachers returning to college to upgrade their teaching diplomas and complete their BEd degrees. The initial impetus was the need to develop a student-oriented pedagogy based on and enhancing the extensive professional experience of these teachers,…

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context…

As professional development models of teacher education that allow for self-directed, collaborative, inquiry-based learning are increasingly replacing more traditional top-down models, researchers acknowledge the impact of teachers' reflective practices. Although many different types of reflective practices are reported, the differences across…

This one-year case study reports on the effectiveness and value of electronic portfolios (e-portfolios) from the preservice teachers' perspectives. Using surveys and selected interviews, the study explored how 38 preservice teachers' understanding of the e-portfolios evolved as they completed their elementary teacher education program. Respondents…

Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships.…

Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female…

This book seeks to address the educational significance of philosophy as a subject in the K-12 curriculum, and includes a range of issues from the teaching of philosophy to the improvement of thinking, the nature of a community of inquiry, and the educational significance of grade school philosophy. The book is divided into 6 sections with 15…

The concept of reflective practice and teaching people to be reflective practitioners is examined. The document begins with a look at professional knowledge according to three prominent professionals in the educational administration field: Schon, Schein, and Achilles. "Reflective" strategies that could be incorporated into courses and…

The purpose of the original study was to investigate practicum student teachers' reflectivity. This paper describes the use of a revised version of the Reflective Pedagogical Thinking Scale (Sparks-Langer, et al., 1990) to measure reflectivity. The original scale was used by the developers to assess reflectivity through a structured interview. The…

This paper describes a format developed to confront those things that are taken for granted (TFGs) by inservice teachers of grades 2 through 5 as they struggled with learning to improve the teaching of writing in their school through the use of focused, rule-governed reflection on artifacts of practice. In addition to reflection, the participants…

Discusses developmental stages of teachers' careers and corresponding concerns, focusing on consolidation and renewal. Suggests goals relative to the consolidation and renewal stages and notes the importance of developmentally sensitive supervision, including observation, feedback, collaborative strategies, and reflective journals. Recommends that…