Conducts a critical review of empirical research focused directly on reflection activities with prospective teachers, and conducts a study in the authors' own literacy methods courses to learn what their students do when asked to reflect on course assignments. Concludes that engaging future teachers in multiple opportunities to critique their own…

One university incorporated preparation of teaching portfolios into preservice teacher education, providing a link between the portfolio assignment and the development of students' abilities to reflect on their teaching. The paper notes students' reactions to the assignment, explaining how teaching portfolios can become the first stage in…

Presents a summary of insights gained by the authors after a semester of collaborative teaching. Emphasizes pedagogical and administrative insights. (Author/ASK)

Argues that one goal of teaching is to help students critically evaluate their own knowledge to see where biases and stereotypes exist. Presents an activity in which students generate stereotypes about older adults. Warns that instructors must prepare extensively to anticipate student responses and find research that addresses anticipated…

Examines reflective teaching, discussing the meaning of reflection; the origins of reflection; the popularity and importance of reflective teaching; different types of reflective teaching (technical reflection, deliberative reflection, personalistic reflection, critical reflection, and reflection-in and on-action); and how teacher educators can…

An experienced teacher spends too much time as a special-events coordinator facilitating movement among tests, instead of encouraging and enhancing student learning. For each test, she must rearrange the classroom and its routines, coordinate test materials, and assuage her third graders' fears. Teachers lack time to improve their practice. (MLH)

Presents, in their own words, teachers in the process of becoming researchers. Shows how research is not just neatly laid out end-products of new knowledge but is also the ticks of discomfort arising from new awareness. Notes that all of the teachers featured were going about their normal daily tasks when they experience major changes as…

Examines teachers' inner reflections and exterior manifestations as they participated in a mathematics-reform effort. Describes the analysis of three elementary mathematics teachers as they struggled with issues of reform and traditional teaching in relation to personal values and beliefs. Concludes that teachers devised personal, complex, and…

Examines Schon's idea of "reflective practice" in higher education through analysis of "reflectivity" -- its history, possible forms, interpretations, and underpinning values. Notes four underpinning epistemologies for reflective practice: technical rational, humanistic emancipatory, postmodern deconstructive, and radical phenomenological.…

The author recounts a qualitative investigation of the influence of an open-discourse reform effort on technicism in a college-level computing course which was discontinued when the study was seen to be unethical. A psychology-oriented heuristic inquiry into the causes of this failure resulted in a growing awareness of the importance of art,…

The author reflects on the process of assembling an evaluation dossier after a year as an assistant professor that examined questions of quality related to the traditional evaluation categories of teaching, research and service by performing a critically reflexive self-assessment exercise that applied action-research methodology of appreciative…

Three elements of the ecology of mathematics methods field experience were particularly important in promoting reflective thinking among preservice teachers: (1) an inquiry perspective; (2) the cohort group; and (3) school-university collaboration. Describes these three aspects of the ecology of the field experience and provides the perspectives…

Describes the development, implementation, and assessment of a faculty study group program at Virginia Polytechnic Institute and State University. The study group was designed to foster teaching as a reflective, collaborative activity and encourage interaction of faculty of different disciplines, age groups, ranks, and teaching experience. (DB)

Forms a preliminary theory from the shared reflections of Scottish teachers at a symposium on the teaching of investigative science. (Author/CCM)

Discusses three trends in teacher education: mastery learning; strategic teaching; and narrative awakening, analyzing them by deconstructing their discourse and looking for inner contradictions. The article explains how mass educational concepts, even positive ones, can stifle individual growth, responsibility, and difference, and it discusses the…