Outlines various ways of looking at and thinking about curriculum in order to help classroom teachers reflect on and place themselves within a particular paradigm. Suggests that through reflection teachers can better understand and position them within a particular discourse, thereby empowering themselves and ultimately improving their teaching.…

Presents a classroom teacher's reflections on her personal experiences with reading and how she incorporated what she was learning into her teaching. Describes how she reads to renew her spirit, to dispel some of the worry of the school setting, and for new insights and inspiration. (SG)

Reports an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. Uses classroom observations and interviews to evaluate the discursive practices of the teacher and his colleagues. Attributes the teacher's change in praxis to his dissatisfaction with previous practice and the realization that…

Describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized Midwestern university. Explores considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. (EV)

Examines four frequent assumptions about the relationships between adventure education and experiential learning. Suggests that learning requires more than just doing, that adventure education practitioners must encourage participants to make sense out of their experiences through reflection, and that practitioners themselves must reflect on their…

Presents four images of teachers as the basis of a conceptual framework for a teacher education program to develop teachers as leaders (including teacher as scholar, reflective practitioner, partner in learning, and fully functioning person). Teacher education programs must propose an image of teaching as a rich, complex lifelong journey. (SM)

Describes metaphor as being alternately an "ornament" or a powerful way of knowing. Focuses on the latter definition, so that teachers may better discover their tacitly held beliefs on writing, learning, and teaching. Offers examples of teachers using metaphor in writing. (PA)

Defines a pedagogical strategy that provides opportunities for prospective teachers to critically take up and reflect on the role of the teacher, a strategy called "situated performance." Describes situated performances in detail to illustrate their potential for educative experience. Shows how situated performances can complement current…

Considers how self-critique is difficult and is often accompanied by an acute form of self-doubt that leads writers/educators to believe that many of their kind may be more ambivalent about their pedagogies than they let on. Concludes that reflective practices are valid goals for teachers, and they should not ignore the problems and doubts…

Examines the range of meanings evoked by a particular photograph as a means of challenging readers to consider the complexity of teacher research. (SR)

Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)

Presents a continuing conversation about the meaning of the term "environment" as it appeared in a newly-released environmental-education-policy statement. Studies how writing plays an important role in getting at the core assumptions and values of reflective teachers and researchers, and representing such thinking to the reader. (Author/CCM)

Presents a process in which nursing graduate students describe their personal stories of time pressures, identify the common elements in their stories, and reflect on their inner voice, leading to recognition of personal knowing. (SK)

Calls for the crucial need to incorporate alternative approaches into everything teachers do and the mistakes teachers make in the classroom. Discusses three specific instructional trouble areas of every teacher's reality and common mistakes. (ASK)

Focuses on the selection and creation of mathematical tasks, drawing on QUASAR's research on mathematical tasks and experiences with teachers and teacher educators. Presents examples of task analysis and issues that teachers should reflect on. (ASK)