Asserts the importance of self-study in teacher education practices to promote reflective teaching, suggesting that self-study serves as a means to promote reflective teaching and as a substantive end of teacher education. A five-part theoretical rationale for using self-study in reflection-oriented teacher education is presented (e.g., the…

Examines the case method in light of developments in adult education and finds that reflection after class discussion is usually neglected and often discouraged. Concludes that use of reflective reports helps to overcome concerns about value and relevance in management education. (Contains 17 references.) (JOW)

This article shows how teachers can implement behavioral observation and assessment using a structured rubric narrative log format to understand a student's problem behaviors and find ways to encourage more positive behavior. Advantages of narrative observations for functional behavioral assessments are specified and include exploring one's own…

Presents a critical analysis demonstrating that scripted phonics programs hold student and teachers as curriculum hostages. Begins as an investigation into the uses of predictable texts to teach reading in primary classrooms. Discusses how the mandated program is so oriented to preciseness that the students are less willing to take risks as…

Provides a comparative analysis of 54 studies (18 literacy; 36 general teacher education) of preservice teacher reflection. Produces descriptive observations that highlight similarities and differences between the two data sets and five interpretive patterns that characterize researchers' conceptualizations and problem solving. Recommends…

Describes how the living conditions affected the author's teaching experience in Malaysia. Considers many of the challenges she faced when teaching in Malaysia. Gains many new understandings about the differences as well as the similarities of teaching writing in Malaysia and in the United States. (SG)

Challenges the assumption that extensive training is required to develop effective skills in psychotherapy and psychodiagnosis. It is argued that educators of researchers in psychology should examine common assumptions about the nature of psychology practice and consider conceptions of professional work that emphasize reflection in action and…

This description of a teacher-researchers's experiences of surprise in daily practice suggests that moments of surprise are opportunities to develop and sustain reflective teaching practice. The experience of surprise is in itself an embodied reflection that can awaken pedagogical possibilities. (SLD)

As a beginning teacher, the author did not recognize that knowing her students was as important as knowing her subject. Teachers should personalize assignments and ask students to write a letter about themselves, write notes explaining tardiness or late homework, create learning logs, and help solve classroom problems. (MLH)

Examines the teaching journal of a first-year chemistry teacher to understand how teachers create professional identities. Focuses on three dilemmas related to feeling like a student versus the expectation to act like an adult, wanting to care for students rather than be tough, and feeling incompetent in the subject matter. Contains 47 references.…

Ordinary, daily teaching experiences form the essence of teachers' practice. Using a guide to reflect on those experiences, either individually or with colleagues, is a step toward self-improvement. The Guided Reflection Protocol helps teachers examine what happened, why it happened, possible meanings, and implications for practice. (MLH)

According to responses from 145 secondary agriculture teachers and 2,400 students, students thought instructional clarity increased when teachers actively involved them. Systematic differences between teachers' and students' perceptions (especially teachers rating themselves more highly than students did) indicate a need for teachers to reflect on…

Reviews issues related to changing the attitudes, beliefs, and dispositions of preservice special educators. Practices in teacher education are reviewed in the areas of reflective thinking and teaching, coursework, information interaction with faculty, and field experiences and supervision. Recommendations for teacher-education practice and…

Presents a conceptual framework for studying the relationship between cognition and the instructional practices of preservice secondary mathematics teachers. Describes how the framework was used as the basis for activities in which preservice teachers engaged in structured reflection upon their teaching as a means toward their professional growth…

A review of the use of self-, peer, and co-assessment in higher education focuses on: (1) research findings on these new assessment forms; (2) ways in which these results can be integrated; and (3) resulting guidelines for educational practitioners. Concludes that use of a combination of these new assessment forms encourages students to become…