This action research project examined students' and teachers' self-concepts in a literature course at a German university. Data (student diaries, video documentation of classes, and interviews) were collected and analyzed to help students reflect on their class participation and teachers on their control and dominance. Data were analyzed in…

Describes an experienced elementary teacher's understanding of the process of change in her science teaching practice. Uses reflective practice and critical introspection to look into her past and deep into her current thinking and practice as a key element of the interpretive process. (Author/SAH)

Investigates responses to a qualitative research project (intended to develop reflective teachers with an inquiry stance toward teaching) in which preservice teacher education students research a self-determined question related to teaching. Finds that, although they may no longer use formal research processes, these students continue to act as…

Using the Delphi survey method, identified the extent to which a panel of 11 experts in teaching and learning in higher education agree on the features and unresolved issues associated with the scholarship of teaching, and how these compare to perspectives discussed in relevant higher education literature. (EV)

Notes that within the past five years, the national standards movement has prompted many states to turn to the use of test scores to hold students and teachers accountable to higher standards in academic achievement. Discusses the unintended consequences: pervasive emotional pressure, reductionist views of literacy, conflicted views of teaching…

Reflects on ethical issues that are central to the author's work as an educational researcher. Argues that research ought to be practiced as a form of service that respects teachers and students and enables researchers to grow through a process of reflection. (SG)

Considers an interactive non-linear time approach, providing a personal reflection of one individual's learning time, reflective time, reconstructed meanings and personal reorganizations. Moves from experience as an English teacher to a reflective experience, to a current state of ongoing reorganization of the signs, indices, and symbols of what…

Preservice teachers in a practicum working with children with severe emotional and/or behavioral disorders kept reflective journals. They developed an appreciation for special educators and heightened awareness of students with special needs. (SK)

Reviews some current approaches to reflective teaching and then suggests a method of providing opportunities for English-as-a-Second/Foreign-Language (ESL/EFL) teachers to reflect on their work. Five components of a teacher development model that can provide opportunities for practicing ESL/EFL teachers are discussed. (Author/VWL)

Discusses the importance of perceptual learning for adults and describes the development of a 1-day prepared environment of activities for the first day of a Psychology 101 class at a technical-vocational college. Excerpts from students highlighting the importance of reflective teaching practice. (KB)

This article draws together findings of two studies: the first a study of secondary students identified as having high potential and the second a study on encouraging reflective practice and action research with talented students. Analysis and sample case studies illustrate the centrality of the teacher in forming students' attitudes to school and…

Unlike staff development directives generated by schools and districts, self-coaching helps teachers address individual professional goals and interests. A reflective self-coaching framework that helps teachers at every career stage assess their needs, set goals, and plan their own professional development is presented. The framework uses four…

Describes the author's experience with Laura, the younger sister of one of her fifth-grade students from the previous year. Notes her preconceived notions concerning Laura's academic potential. Realizes that she was setting expectations for her students without providing the information her students needed to achieve them. Concludes that Laura had…

Provides an in-depth exploration of the approaches to identify, codify, report, and communicate the wisdom of practice. Explores: How does the wisdom of practice influence teaching and learning? Is the influence positive? Could it be improved and thereby contribute more to the scholarship of teaching? (EV)

Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice…