This paper describes J. Rosengren's post-final assignment and M. Harmin's truth signs activity that were incorporated into a secondary science methods course for preservice teachers. The strength of the post-final assignment is that it is a strategy for extending student learning past the end of a course and even beyond the initial teaching…

As one of the major schools of thought in ancient China, Taoism centers on the concept of "Tao", the Way, which has two distinct characteristics: (1) Tao itself can be deemed as a final "reality" that is equivalent to the ontology of the Universe; and (2) Tao itself cannot be defined directly by human language. Taoism posits a holistically…

This paper describes how preservice teachers at Sweden's Linkoping University are prepared to become reflective practitioners. Students participate in a pedagogical seminar group that meets monthly. Within the group, they discuss matters important to all teachers and examine reflective texts that they had to write at the beginning of their teacher…

This report argues that the most effective way to raise academic achievement is for teachers to become inquiring professionals with action-research and reflective-thinking skills. The report defines effectiveness and examines the views of various stakeholders about what qualities they value in school, arguing that effectiveness is a complex…

This paper records two different professors' thoughts and experiences as recipients of fellowships for school-university collaboration. The first recipient, after hearing about program models in education, is changing how he thinks about education and the possible mission of the university. In the paper, he explains that the collaborative project…

Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the…

This book describes how one New York City middle school social studies teacher challenged the traditional, textbook-driven curriculum, kindled the students' interest, and ultimately transformed both teaching methods and learning experiences through process drama. Drawing from a blend of narrative reflections and classroom-based research, the book…

This paper presents an argument for self-study of teacher education practices as a means-and-ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the…

Argues that traditional instructional methods can benefit teachers interested in reflecting on their teaching practices. Presents four stories by a mathematics teacher, three examples of the application of history to mathematics lessons at the secondary level, and one example from a history course for mathematics teachers. (DDR)

Discusses the collaborative efforts of a team of elementary school and university educators working within the context of a professional development school (PDS) to foster culturally responsible pedagogy, inspire reflective practice, and enhance student performance. Concludes that the PDS experience increases teacher effectiveness and…

Defines action research in terms of science education, delineates the process, provides the rationale for research into practice, and gives an example of putting this process into action. Includes some tips for data collection and analysis. (DDR)

Data on teacher self-assessment practices were collected from 17 elementary teachers in 4 focus groups. Common themes included process and product indicators that triggered self-assessment, irrelevance of most formal teacher evaluations, lack of time for reflection and self-assessment, need for administrator and collegial support, and the nature…

Describes the development of a course at Bell College (Hamilton, Scotland) leading to teaching qualifications for college lecturers. Reviews theoretical and philosophical considerations related to teacher education in general, including technicism, reflective practice, and professional competence. Explores strategic issues for development of such…

Two beginning teachers were observed in an integrated instruction planning task. Their interpretations were studied when they worked collaboratively and when they worked independently. Data from interviews and field notes indicated that their individual planning lacked decision-choice flexibility and had limited strategy use. When they…

Examined elementary and secondary prospective teachers' perceptions of the ways in which their experiences as tutors in school-based tutoring programs influenced their professional development. Data from surveys, reflective papers, and individual and focus group interviews revealed five main ways they perceived the tutoring experience contributed…