The perspective of educational leaders has a profound influence on their understanding of the educational world and their actions within it. The article helps teacher educators consider the influence of perspective on their teaching, particularly as they teach school leaders. Two contrasting perspectives are highlighted. (SM)

Discusses the pedagogical implications of "reflective teaching," which include a respect for teachers' ongoing professional growth (beyond learning more "things to do"), a mutually beneficial dialogue between elements of theory and practice, and a potential for more critically deliberative classroom practices. (SR)

Using composition, reader response, critical, and feminist theories, a teacher demonstrates how adult students respond critically to literary texts and how teachers must critically analyze the texts of their teaching practice. Both students and teachers can use writing to bring their experiences to interpretation. (SK)

Describes a literacy autobiography assignment used as the first writing assignment in a methods course for preservice English/language arts teachers to model some strategies for literacy teaching and to encourage reflective thinking. Discusses the kinds of information and insights the autobiographies can reveal, and notes benefits of the…

A teacher developing a method to teach spiritual care to nursing students over age 25 used a journal to record and reflect on experiences. The importance of a safe and open learning environment, use of adult-learning principles, and immediate recording of journal entries was underscored. (SK)

Documentation and analysis of six university professors' reflective processes in their daily planning, instructing, and evaluation of learners led to design of a metacognitive model and coding scheme that operationalize the process of reflection. Both provide a language for describing reflection, and therefore a way to think about improving…

Discusses the scholarship of teaching as a process comprised of reflection on experience-based knowledge and research-based knowledge on teaching. Concepts of content, process, and premise reflection are used to derive three domains of knowledge about teaching--instructional, pedagogical, and curricular. Concludes that scholarship in teaching is…

Dialog leads to collective meaning-making and shared understanding by building a sense of connection and belonging. Skillful discussion displays rigorous critical thinking, mutual respect, weighing of options, and decision making that serves the group's visions, values, and goals. When school faculties develop these skills, they transform their…

Describes and analyzes a process for the training of in-service teachers of first-year college writing courses, based on reciprocal classroom visits of writing teachers. Argues for the value of these peer visits for both visiting teacher and visited teacher, engendering reflection as well as direct learning as apprentices. (SR)

Reports on research using a convenient questionnaire designed to allow mathematics teachers to assess teacher-student interpersonal behavior in their classrooms. Describes how mathematics teachers can and have used the questionnaire to assess perceptions of their own teacher-student interpersonal behavior, and how they have used such assessments…

Explains and illustrates the features of practical argument engagement, noting it is one way to understand why teachers do what they do. Observations, interviews, and dialogs with teachers illustrate that, by working with partners to examine actions occurring in their daily work, teachers can enhance their capacity for reflection, change beliefs…

Examined how effectively journal writing promoted reflection among preservice teachers. Surveys, conversations, and interviews with educational psychology students required to write journal entries during the course indicated that most enjoyed the experience and considered it a valuable experience that helped them reflect on previous beliefs and…

Describes a professional-development program that sustained the learning of science teachers from a small high school faculty over three years. The program was based on an Enhanced Action Learning process with three interrelated principles of reflection, community, and action. Teacher learning was also enhanced by feedback from students. Presents…

Distinguishes between character/morals and ethics/professionalism. Describes techniques for teaching professional ethics to prospective teachers, including a systematic reflective case-debriefing method. (SK)

Offers strategies teachers can use to keep their teaching fresh. Discusses what gives teachers energy and what takes away energy. Notes that when teachers had strong emotional connections with colleagues their teaching energy was high. (SG)