Changes in preservice teachers' level of reflective thinking over a three-quarter period were explored by analyzing their journal entries on readings and field experiences. Even without specific reflection training, levels of reflection increased significantly due to simply asking preservice teachers to reflect. However, only one participant…

Teachers cannot be members of learning communities without time for regular reflection, research, collaboration, and innovation. A private academy developed a formalized learning process dividing faculty into three groups. Each undergoes an evaluation year, a learning development year (with reduced teaching load), and a consolidation/practice…

The reflective practices of four student teachers in a Canadian suburb were studied as they undertook an extended practicum. The experiences of one of these students illustrate an alternative way of thinking about the nature of knowledge construction. Central to this alternative is the difference between an incidental and a thematic rendering of…

Presents the self reports of Israeli junior high school teachers (N=40). Discusses the conditions and processes of teaching and learning science, and reports that teachers make good use of inquiry in teaching. Contains 20 references. (DDR)

Describes the PEERS (Promoting Educational Excellence Regionally and Statewide) academy, a series of two-week professional development workshops to model best practices in K-12 science and mathematics teaching and to encourage more constructivist teaching approaches. Participants completed program evaluations and a followup study involving…

Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of…

A survey of 708 Australian college teachers nominated by their department heads or deans as exemplary practitioners, and interviews with 44 participants, identified common themes and issues reflecting academics' understanding of effective teaching, including love of the discipline; valuing students and their perspectives; and taking pleasure in…

Addresses the lack of theory and directing constructs for reflective practice in teacher education, reviewing Vygotskyian and Piagetian theoretical tenets, relating them to a developmental action/reflection framework for adult learners, and summarizing a taxonomy for differentiating reflection according to adult learners' needs. Summarizes the…

Describes the authors' experience team teaching a graduate school clinical research course for students concentrating in secondary teaching. Examines the team planning process, actual team teaching, and team grading and evaluation. Most students responded positively to the approach. Each instructor also wrote a reflective piece on the experience.…

Presents and English for specific purposes self-training model as a possible solution to a lack of teacher training in some areas and the dissatisfaction with current training models. A case study applying action research techniques was conducted to illustrate how a general English teacher can develop ESP expertise through reflection on and…

Analyzes the construction of reflection in teaching within key documents for presenting or implementing current educational policy in England and Wales. The documents note the potentially fruitful approach to harnessing reflection and reflective practice in the pursuit of given goals. This is in tension with bureaucratic and political imperatives…

This narrative of a technology teacher's socialization into the school culture and use of creative thinking and reflection illustrates the need to heed teachers' voices and critical-analysis skills in order to develop a more relevant and meaningful curriculum. (SK)

Muses on and explores connections between a teacher's personal history as a reader; how she thinks about literature and about reading as a secondary English language arts teacher; and her assumptions about how high school students will, can, or should read. (PA)

Studies how four teachers transformed their philosophies and teaching practices through participation in a reflective research process. Discusses the power of reflection in the teachers' journals; teacher reflections on growth and change; insights into teaching offered by videotaping; talking about teaching and learning with students, parents,…

Presents the perspective of a science teacher educator on evaluation systems for courses and faculty. Critiques the traditional university course evaluation instrument and offers suggestions for augmentation. (DDR)