Ways in which adult educators can bring spirituality into educational practice include engaging in autobiographical reflection, creating an environment for spiritual learning, creating a dialogical space, and fostering an ethic of care. (SK)

Highlights critical moments in classrooms that demonstrate the powerful teacher-student relationship that is imperative to effective teaching and learning. Suggests that a learning group would be an effective way to structure a graduate class for teachers. Contends that observing children is an important learning technique for teachers. (PM)

Traces the history of reflection in teacher education, focusing on its emergence through the influences of Descartes, Dewey, Schon, and feminism. Uses the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge to investigate how the complicated meanings of reflection play out in complex ways through research practice.…

Describes the author's incorporation of compassion into her teaching as an English teacher. Describes herself as an interminable idealist who is driven by the idea that her English students will learn to love words for the brilliance of articulation they offer. (SG)

Presents one teacher's reflections on the interaction of the terrorist attacks with her personal and pedagogical value systems. Challenges teachers to reassess their priorities in light of historical events that have forced their way into the classroom. Considers the role of time and place in the practice of teaching. (SG)

Describes how a teacher's journey of documenting everyday literacy events on the streets in her community changes her understanding of what it means to bring the outside world and local literacies into her classroom. Concludes that educators must place value on who students are and where they come from. Suggests that educators and students must…

Notes that the best teaching, like the best poetry, can often be found in reflection, lingering in the margin, in the periphery, in any place you would not expect to find it. Describes the author's personal experience with poetry in teaching her high school class. Suggests that poetry acts as a natural, personal, imperfect force for truth and…

Attempts to understand and relate only a part of the theory of Northrop Frye in "Anatomy of Criticism" and its implications for critical reading. Suggests that if theory is used as a practical basis for literature education then educators must not abuse the privilege and simply use the theory without reflection. (SG)

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,…