Resistance to self-direction in learning may be overcome with methods used to address resistance to portfolio assessment: training teachers thoroughly, requiring teachers to use reflection in their own learning, and training students to be reflective. (SK)

Presents a process for reflecting that a school community of elementary teachers can organize and adapt to suit their own needs in teaching mathematics. Shares what can be learned by participating in this process together. (ASK)

The act of reflection provides an opportunity for amplifying the meaning of one's work through others' insights; applying meaning to new situations; committing to experimentation or innovation; and documenting learning and sharing knowledge. Students and teachers need time for metacognitive reflections, collaborative dialogues, and portfolio and…

In discussing reflective practice and conscientisation, the paper examines: the adequacy of the expressions "teacher" and "reflective practitioner"; power relationships established by implementing a reflective education; the reflective action as a technique or as an element of a training education theory; and the way that…

Two case studies of beginning technology teachers who used reflective practices illustrate their predispositions about teaching and learning, problematic aspects of professional socialization, and the relationship between socialization and experiential learning; (SK)

Explores the link between the theory of practical reasoning and a normative view of teaching, playing on the tension between process-product research, on one hand, and work on reflective teaching, on the other hand, using the theories of practical reason of David Hume and Aristotle to explore the tension. (SM)

Examines the dynamic process of "recherche" on new teacher learning, presenting collaborative research as a shared quest for understanding by participant and researcher. Describes reflective, interpretive research and reveals how the life histories of three new teachers, provided via their reflections upon their first months of teaching,…

A middle-aged teacher reflects on her career, finding that her relationship to teaching has deepened and changed. She describes how her students have educated her as much as she has educated them. (SK)

Focuses on the role of graphs as part of the statistical investigation process. Recommends that teachers explore students' thinking in terms of what it says about their graph sense. Suggests that teachers take time to reflect on how their thinking may be changing as they listen more closely to their students. Contains 17 references. (DDR)

Describes the challenges that the author (a first-grade teacher) has faced in coping with a schoolwide long-term professional development model (The Learning Network). Describes her challenges and coping strategies while using the reflective process as a framework to implement two mandated practices: action plans and regular instructional dialogue…

Traces a systematic, respectful process for using narrative materials in teachers' professional development. One high school teacher wrote a series of stories about school experiences, using them to facilitate discussion, thinking, and writing about her ongoing practice. Outlines the methods of narrative inquiry used to safeguard the teachers'…

A four-phase reflective cycle can help teachers better attend to student learning: (1) presence in experience; (2) description of experience; (3) analysis of experience from multiple perspectives; and (4) experimentation (taking action). Teachers should also solicit structured student feedback to distinguish between what they think they are…

Summarizes themes in this issue on effective teaching of adults: acknowledging multiple valid teaching perspectives, reflecting on beliefs and practices, teaching responsively, and challenging the status quo. (Contains 28 references.) (SK)

One teacher-researcher pursues a dialogue to reflect on his own teaching practice, through enlivening conversation with two inspiring teachers. Shows that dimension can be discovered through talk. Examines methods through which dialogue is achieved and through which some account of the creative process contributing to the formation of this work is…

An instructor's reflections on face-to-face and computer-mediated courses clarifies assumptions about teaching and principles of adult education. She concludes that the approach to teaching is fundamentally the same in both methods, but instructional roles and strategies differ. (SK)