Argues for a more deliberate emphasis on teacher training by reinvigorating "techne" as a concept that is far more than instrumental or prescriptive. Suggests that if teacher educators prepare prospective teachers to master the "techne" of teaching, they encourage them to become user-centered, reflective practitioners who…

Transformative learning theory provides a framework for development of authentic, individuated, critically reflective practitioners. Strategies for transformative professional development include action plans, reflective activities, case studies, and critical theory discussions. (Contains 17 references.) (SK)

Describes the author's experience teaching Hemingway's "Hills Like White Elephants." Reflects on the author's teaching style and how teaching Hemingway affected his classroom experience. (SG)

Reflects on what the author has learned about university teaching from her experience being a novice student of karate. Asserts the value for even seasoned teachers to maintain a beginner's mind that is "free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities." Concludes that from this new…

A theology teacher describes how critical reflection influences the development of his teaching role. He views facilitation as caring, challenge, and conflict and the facilitator's role as democratic authority. (SK)

Working with a teaching partner deepens and enhances the process of reflection. Examples from a team-taught master's program show how team teaching affects reflection and reflection in turn informs and improves teaching. (SK)

Considers how the globalization of journalism education is a major challenge for a "new curriculum." Suggests that globalizing journalism education will help educators to rethink the paradigm, focus on critical self-reflection and improve the understanding of changes in society. (SG)

Illustrates the power of video recording to elicit the thinking of teachers as they reflect on their teaching practices. Draws on the work of Wiley (1994), which identified the internal conversation as a critical feature of the semiotic self. (Author/VWL)

Notes that Weber's book provides many elements of a model for what a reflective teacher might be. Asserts that some of the ideas do not seem fully formed; maintains that the editor of the book failed to organize Weber's articles in a way that reflected Weber's vision for education. (JS)

Examines difficulties inherent in teaching prospective teachers to reflect on their practice, identifying important facets of the concept and presenting a typology designed to guide teacher educators in teaching reflection to preservice teachers. An example from the University of Washington's Teacher Education Program, in which reflective practice…

In this article, which is a response to William Cook and Bruce Joyce, the author acknowledges common ground but sticks to his position that the best way to improve instruction is to develop true learning communities in which teachers together examine and adjust their practices. In his generous response to the Schmoker's February 2004 Kappan…

Addressing recent calls for investigating the specific quality of reflection associated with the uses of portfolios in teacher education, this paper describes and interprets the "practice of portfolio construction" as revealed in the construction and presentation of two kinds of portfolio in two in-service courses for mentors of teachers…

The National Board of Professional Teaching Standards states that model teachers reflect on children's work to inform their practice. The study examines what that means for pre-service early childhood teachers. Six student teachers were asked to reflect on their practice by talking about their teaching when viewing children's work generated by the…

The article explores the issue of teacher autonomy in relation to its potential for freedom or control. It examines the concept of empowerment as applied to education, arguing that, although it is traditionally cast as a means of achieving autonomy, an alternative approach sees empowerment as part of the disciplinary apparatus of late modern…

For more than 30 years, Janusz Korczak (1878-1942) devoted his life to educating orphaned Jewish children, and he stayed with them to the end as they all perished in the Treblinka concentration camp. In his teaching and writing, Korczak encouraged teachers to become autonomous knowledge producers by questioning and interrogating their work.…