The following five core ideas explain how learning organizations function as wholes. The core ideas are central when school is examined as a learning organization. Personal mastery, mental models, team learning, shared visions and system thinking offer different angles to examine the organization. (1) Personal mastery. Without personal commitment,…

Teachers' ways of knowing tend to be understood through academic ways of thinking and writing. This article sets out to take a closer look at the way seven school teachers understand and describe how they know, reflect, and act in the midst of teaching. In particular, through the combined voices of these teachers I aim to take a closer look at the…

Over three years this study investigated the use of an asynchronous web-based conference to facilitate the reflective thinking of 35 intern teachers using a conceptual framework from the literature on teacher reflection, computer-mediated communication, and social cognition. Content analysis of the interns' online messages revealed significant…

In the Web site of Students for Academic Freedom (SAF), an organization committed to fighting political indoctrination in higher education, a complaint center allows students to report instances of ideological bias. With SAF chapters at more than 180 campuses nationwide and legislation about students' academic freedom under discussion in several…

For decades a substantial body of research on teacher reflection and action has been conducted. This research contains a wealth of information on teachers' thinking about their daily work in classrooms. But what do these studies tell us about the linkage between thought and action in actual teaching? How do they contribute to our understanding, or…

The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and…

This article considers the value of collaborative forms of educational action research in higher education and the difficulties involved in implementing such forms of research. It is argued that educational action research represents an opportunity for improving teaching and learning and developing the knowledge and skills of those participating…

In architectural design education, students develop drawing, conceptual, and critical skills which are informed by their ability to reflect upon the production of ideas in design processes and in the urban, environmental, social, historical, and cultural context that define architecture and the built environment. Reflective actions and thinking…

This article is documentation of the personal professional reflection processes as well as staff discussions reflecting the staff's ongoing efforts to improve the quality of teaching in the teacher education programme at the University of Bergen. The documentation is two-dimensional: video clips have been inserted into the traditional text form.…

Goal-directed reflection (GDR) is a strategy that targets the contemplative examination of specific aspects of teaching. The GDR process can be used by a PETE program that uses a systematic approach to supervision. The process consists of identifying specific teaching behaviors, aligning these target behaviors with Praxis III/Pathwise domains,…

This research study had as its focus the impact of a short-term international experience on teacher language awareness (TLA). In-country intensive immersion experiences were considered beneficial for language teacher professional development. This project examined the Australian teachers' perceptions of their teaching and home-stay experiences…

This article traces the roots of the author's doctoral work to his pre-doctoral experiences in varied spheres of practice. The research choices made are thus inevitably influenced by these experiences. These include the selection of an interdisciplinary domain to locate his doctoral work, the choice of a "boundary object" as the unit of analysis,…

This article examines in detail the Ohio WINS (Writing Institute Network for Success), a program whose goal is to provide continuing education for teachers. The aim of the program is to use up-to-date research to help teachers improve students' critical thinking and to better prepare them for both the rigorous Ohio Graduation Tests (OGTs) and…

This case study provides viewpoints of knowledge sharing by expert teaching professors and their mentees. Professors who were recognized as expert teachers with an annual award at a mid-western USA university were the units of analysis of this study. Expert teaching professors had difficulty articulating much of their teaching expertise. The…

The purpose of this study was to analyse the self-monitoring strategies that 31 expert golf instructors used to improve their teaching. Specifically, criteria characteristic of both instructional strengths and weaknesses were identified, as were the strategies these teachers used to continue to develop their strengths and improve their areas of…