Findings of research at the University of East Anglia show that contemporary teachers will need to develop techniques for reflecting on their work and becoming involved with theory construction. Any resulting description should be non-judgmental in character. Examples of the kind of work that is done with groups of trainee teachers and future…

Describes how keeping a journal of four areas of concern helped a high school writing teacher implement changes in his teaching and discover what worked. Discusses how he used the journal to help him focus on implementing peer editing, teaching essay structure, improving student essay detail, and correcting essays more skillfully. (SR)

Brain research must be carefully examined before the implications for education emerge. Getting new neuroscientific information into schools and shifting from traditional educational models is an almost impossible feat. A direct extrapolation of brain research to current educational practice is inappropriate. Also, superseded mental models of…

Describes how a group of teachers sought to overcome the difficulties of major innovation by working with a change agent to critique their current practice, devise a more authentic science for school science, and implement their ideas. Contains 36 references. (DDR)

Follows the progress of one preservice teacher during the early stages of struggling to shape her teaching career. Her growing self-knowledge as an educator, her image of teaching, and her beliefs are juxtaposed with literature on teaching and the expectations this literature holds for candidates like her. Barriers to the development of reflective…

Describes a study on the extent to which different children hold animistic notions and the meaning of those notions. Explores the idea of preservice science teachers as researchers. (DDR)

Argues that teachers are challenged to understand how constructivism can serve as a referent for teaching. Discusses one approach that provides opportunities for teachers to practice innovative strategies while engaging in discourse about the process. Contains 25 references. (DDR)

Examines student teaching portfolios in action within preservice teacher education, describing how the University of Colorado mandated student teaching portfolios for preservice educators. A study examined whether portfolio construction would enhance student teachers' reflection on practice. Data from interviews and students' written reflections…

Suggests and illustrates three areas for investigation: effects of error on teachers' processing of student writing; relationship between error and teacher's construction of the writer's persona; and the relationship between the changing status of socially constructed norms of language use and response to error. Advocates greater focus on…

Investigates what constitutes good reflection. Describes how one instructor used the Myers-Briggs type indicator (MBTI) to explore her responses to the reflective writing produced by preservice English teachers. Concludes that the MBTI can provide insight into and improve how instructors assign, respond to, and evaluate student reflection.…

Explores prospective social studies teachers' use of online reflective journals. Discusses the content of the journals in terms of four categories: social science, technical, pedagogical, and procedural. Includes typical and unique journal entries. Considers the classroom implications of technology as a reflective tool. (CMK)

Offers the author's reflections on how and why she adjusted her limited implementation of whole language teaching by integrating literature and writing, using novels that reflect issues of significance to students, having students write for real audiences, and creating democracy in the classroom where students think, discuss, and act critically on…

Discusses national teacher certification in question-answer format, addressing issues such as why teachers become nationally certified; preparing the material for certification; the requirements for certification; assistance with fees; the rewards for embarking on certification; and recognition for becoming certified. (CMK)

This paper suggests that there is a rigorous argument, advanced through philosophical psychology, which shows that the phenomenology of professional practice can shape phronesis (goodness) in creative ways. The paper seeks to make sense of professionals' action in the classroom and acts of judgment endemic to professional work. (SM)

This exploratory study used interviews, essays, and survey data to examine efforts of 212 college students studying elementary education to think reflectively through the process of constructing portfolios based on their experiences in a community service-learning program. Recommendations include encouraging student ownership and individual…