A teacher explores connections between her personal history and her present classroom teaching through journal writing. She discovers how reflection helps identify her prejudices, choices, and expectations and understand her students. (SK)

Teacher interviews, journals, and stories are used to question the theory-practice relationship by adopting a theory of practice informed by a politics of location, influenced by voice and story. This method counters the reduction of teaching to "things that work." (SK)

Examines three models of teacher education and teaching (developmental, reflective, and de/reconstructive), highlighting alternatives for viewing the world of teaching, arguing that the three models constitute two frames for practicing and critiquing teaching (personalism and postpersonalism), and outlining a shift from personalism to…

Describes how three pen strokes made by an English teacher 30 years ago (on a high school composition paper penned by the author's husband) prompted the author, an English instructor, to examine her own teaching and grading. (SR)

Suggests that a pragmatic concern for self-understanding through reflection and action is central to the role of the Writing Program Administrator (WPA), and that recognizing these two principle elements of a pragmatist philosophy in the work of WPAs bolsters the argument of the "Intellectual Work Document." Promotes a self-awareness of…

Lists reasons teaching portfolios have become popular: they encourage teachers and administrators to place emphasis and value on teaching; teaching portfolios are often seen as an improvement over earlier ways to evaluate teachers, including student evaluation and single observations; and teaching portfolios are celebrated for their potential to…

Discusses the need to address spiritual beliefs in teacher education, arguing that: because spiritual impulses are so primary for many people, they must be addressed in teacher education; educators must recognize and cultivate students' spiritual motivations to teach and foster reflectivity; and student teachers must learn what they can legally…

Presents a case study of a professional development program in environmental education concerned with the education of reflective practitioners. Results indicate that students who develop their reflective practice skills benefit from heightened political awareness, a strong sense of the effect of social context on their environmental education…

This action research project examined students' and teachers' self-concepts in a literature course at a German university. Data (student diaries, video documentation of classes, and interviews) were collected and analyzed to help students reflect on their class participation and teachers on their control and dominance. Data were analyzed in…

Describes an experienced elementary teacher's understanding of the process of change in her science teaching practice. Uses reflective practice and critical introspection to look into her past and deep into her current thinking and practice as a key element of the interpretive process. (Author/SAH)

Investigates responses to a qualitative research project (intended to develop reflective teachers with an inquiry stance toward teaching) in which preservice teacher education students research a self-determined question related to teaching. Finds that, although they may no longer use formal research processes, these students continue to act as…

Using the Delphi survey method, identified the extent to which a panel of 11 experts in teaching and learning in higher education agree on the features and unresolved issues associated with the scholarship of teaching, and how these compare to perspectives discussed in relevant higher education literature. (EV)

Notes that within the past five years, the national standards movement has prompted many states to turn to the use of test scores to hold students and teachers accountable to higher standards in academic achievement. Discusses the unintended consequences: pervasive emotional pressure, reductionist views of literacy, conflicted views of teaching…

Reflects on ethical issues that are central to the author's work as an educational researcher. Argues that research ought to be practiced as a form of service that respects teachers and students and enables researchers to grow through a process of reflection. (SG)

Considers an interactive non-linear time approach, providing a personal reflection of one individual's learning time, reflective time, reconstructed meanings and personal reorganizations. Moves from experience as an English teacher to a reflective experience, to a current state of ongoing reorganization of the signs, indices, and symbols of what…