Using Schon's concepts and definition of reflective practice, this article elaborates a model used to analyze the author's own processes of "reflection-in-action" and "reflection-on-action" in teaching first-year architectural students. Emphasizes the importance of the concept of "role-frame" in informing the whole…

Explores the concepts and theories Dewey developed in the 1897 essay "The Significance of the Problem of Knowledge" and analyzes some current educational discussions of knowledge in the context of Dewey's thoughts. Cautions against casting different views of knowledge as dialectical oppositions. Agrees with Dewey on the importance of…

Describes a project in which participating faculty used a videotaped teaching session to observe and reflect on the theoretical underpinnings of their classroom decision making, the extent to which they are meeting their own perceptions and expectations of themselves as high-quality teachers, and the ways in which they might improve. (EV)

The link between theory and practice in teacher education is discussed and an integrative model that allows for principled learning, meaningful application, and guided reflection that helps to bridge the theory-practice gap is presented. (Author/VWL)

Describes a collaborative model in which college instructors work together to support and assess teaching innovations. Basic principles of a clinical-based method of supervision were adapted for the three-phase process (planning conference, classroom observation, feedback conference). Provides examples of collaboration and participants' feedback.…

In this article, we examine the evolving influences and literacy beliefs of two elementary teachers during their second year of professional teaching. Interview and observational data indicated that teaching context and personal dispositions most influenced the participant?s literacy beliefs during this time. In particular, instructional decisions…

This study explored how interaction between student teachers and supervisors create professional development opportunities during practicum. Often, student teachers are considered as the "apprentices" and their supervising teachers are the "masters." Is it really true? Do prospective teachers learn everything from their supervising teachers? Or is…

In this article, we examine the evolving influences and literacy beliefs of two elementary teachers during their second year of professional teaching. Interview and observational data indicated that teaching context and personal dispositions most influenced the participant's literacy beliefs during this time. In particular, instructional decisions…

Good teachers of critical thinking ask hard questions of students; however, they must also ask hard questions of themselves to be the best possible teacher and provide the best learning environment. In this article, two veteran educators present reflective questions that teachers might ask themselves as they prepare and implement courses. These…

This article explores student teachers' views of the use of information and communication technologies (ICT) in schools. There is limited research literature regarding the perceptions that such students develop in relation to the use of ICT in teaching while observing practice in schools. The paper offers an interpretive analysis of the opinions…

Drawing on a research project which focused on the role reflective learning tools have in bringing about change to practice, this paper describes how nine practitioners from four different professions enhanced their professional practice by contributing to a collaborative journal. An analysis of the journal revealed four key themes:…

This article draws from the professional literature of two distinct domains of research: computer-based electronic learning and professional development in education. The present paper addresses the recently recognized need for new conceptualizations of teaching in both fields. Questions and dilemmas pertaining to collaborative learning and…

This paper reflects on the collaborative learning experiences of two 'student teachers' who have recently completed a Masters in Higher Education. Its purpose is to enhance our general understanding, and to encourage debate on how the professional expertise and confidence of new academics may be supported. Specifically, the article examines the…

The Strategy Toolbox is a concrete model developed to increase the academic achievement of students through increased teacher knowledge and expertise in teaching strategies. It is intended for implementation by individual teachers who share their ideas, classroom applications, and reflections in a group setting as an overall strategy for school…

The authors describe an innovative perspective for the evaluation of professional development programming in science. This perspective focused on a self-critical analysis of the reflective practices developed and used among program participants. This approach ties program quality directly to issues impacting the implementation of curriculum reform…