A middle-aged teacher reflects on her career, finding that her relationship to teaching has deepened and changed. She describes how her students have educated her as much as she has educated them. (SK)

Focuses on the role of graphs as part of the statistical investigation process. Recommends that teachers explore students' thinking in terms of what it says about their graph sense. Suggests that teachers take time to reflect on how their thinking may be changing as they listen more closely to their students. Contains 17 references. (DDR)

Describes the challenges that the author (a first-grade teacher) has faced in coping with a schoolwide long-term professional development model (The Learning Network). Describes her challenges and coping strategies while using the reflective process as a framework to implement two mandated practices: action plans and regular instructional dialogue…

Traces a systematic, respectful process for using narrative materials in teachers' professional development. One high school teacher wrote a series of stories about school experiences, using them to facilitate discussion, thinking, and writing about her ongoing practice. Outlines the methods of narrative inquiry used to safeguard the teachers'…

A four-phase reflective cycle can help teachers better attend to student learning: (1) presence in experience; (2) description of experience; (3) analysis of experience from multiple perspectives; and (4) experimentation (taking action). Teachers should also solicit structured student feedback to distinguish between what they think they are…

Summarizes themes in this issue on effective teaching of adults: acknowledging multiple valid teaching perspectives, reflecting on beliefs and practices, teaching responsively, and challenging the status quo. (Contains 28 references.) (SK)

One teacher-researcher pursues a dialogue to reflect on his own teaching practice, through enlivening conversation with two inspiring teachers. Shows that dimension can be discovered through talk. Examines methods through which dialogue is achieved and through which some account of the creative process contributing to the formation of this work is…

An instructor's reflections on face-to-face and computer-mediated courses clarifies assumptions about teaching and principles of adult education. She concludes that the approach to teaching is fundamentally the same in both methods, but instructional roles and strategies differ. (SK)

The Singaporean education system is undergoing many changes in order to develop schools and nation which cultivate learning and education. A crucial success factor to these initiatives is the teacher. Singapore needs reflective teachers who can continually reflect upon their own practices to find better ways of teaching as well as maintain their…

In this article it is argued that in order to be an effective artist teacher it is helpful to be a reflective practitioner. Initially a working definition of the artist teacher is formulated and the artist teacher scheme that has developed in England over recent years is discussed regarding its importance in offering both accredited and…

Looking back, the author sees that she misjudged how one becomes an educational expert. She thought it had something to do with thoughtful experience, deep thinking, reflective practice, and the study of theory and research. And maybe there was a time when that was true. But today it seems that the less one has studied education, the less one has…

A current interest in education is the growing awareness that the development of social and emotional skills in children is critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a powerful nurturer of the social emotional development in young children. It is important, therefore, to…

What English educators call "praxis," the intersections between theory and practice, remains the most viable theory for literacy teachers at all levels, and Paulo Freire, the educator who explained "praxis" to them, remains their most important source of philosophical inspiration. Freire's definition of "praxis," that it requires action and…

An examination of how the use of descriptive analysis of children's work such as the Modified Descriptive Review process supported professional inquiry and growth for educators and for children they serve, is presented. The Modified Descriptive Review process fed immediate actions as well as the posing and exploring of large questions about…

This study is a review of a program and an endeavor that sought to examine the effects of preparing prospective teachers in the skills and abilities of action research, utilizing technological resources, and determining the impact of that upon teacher education efforts. A cohort of secondary student teachers were taught and prepared in the…