Maintains that professional portfolios can provide preservice teachers an opportunity for self-reflection and offer prospective employers an enhanced view of their skills, knowledge, and educational philosophy. Explains that portfolios should capture the teacher's growth over time and content-area knowledge. Discusses the necessary content and…

Presents a model for knowledge bases for teaching that will act as a mental map for understanding the complexity of teachers' professional knowledge. Describes the sources and evolution of the model, explains how the model functions in practice, and provides an illustration using an example of teaching in history. (CMK)

Demonstrates that the ways people reflect individually are shared across cultures, but the ways they reflect collaboratively are structured differently among cultures, examining cultural differences in communication and discussion methods and concluding that these differences have implications for teacher education. Teacher educators must be…

Examines limitations and possibilities of reflection in teacher learning and change, discussing choices regarding its purposes and processes and arguing that if it is to succeed, teachers must engage in partnerships with colleagues from inside or outside the school in order to confront thinking and practice; a necessary process if the outcome of…

One preservice teacher's images and metaphors about teaching and learning were used to investigate his difficulties in the classroom. Data from journal entries, observations, and interviews indicated that examination of metaphors and images encouraged him to reflect on his beliefs, assumptions, and approaches to teaching, providing a language that…

Explores the possibilities and implications of poststructuralist feminism for the practice of feminist teaching. Reflects on the experience of a man occupying the position of male-feminist teaching about feminist philosophies. Approaches the issues by examining three speech situations from a poststructuralist position: "speaking…

This study investigated the use of dialog journals and peer response to them in a semester-long student teaching practicum. Subjects were nine teachers of English as a Second Language, focusing on the indicators of peer help occurring in the writing and responses and on evidence that peer responses promote reflection. A number of journal excerpts…

Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)

One Swedish university designed a program based on problem solving to make student teachers more reflective about mathematics teaching and learning. Student teachers work cooperatively in small groups, with teacher educators facilitating. Preliminary evaluation suggests the program helps student teachers develop insight into the complexity of…

Examines how reflection has been discussed in teacher education, presenting data from a longitudinal study of 10 teacher apprentices that investigated the experience of becoming reflective through a portfolio process and identifying developmental elements of reflection. The study notes that student teachers consistently report little formal…

Among junior high school students at risk of dropout, 45 with cognitive skill deficits were taught using the Cognitive-Based Instructional System (CBIS) and compared with 27 controls. Teachers using CBIS felt empowered to engineer instruction for at-risk students; CBIS's reflection in action helped change their beliefs about teaching and learning.…

Analyzes effects of using carefully assisted case studies to prepare preservice teachers to be more knowledgeable and skilled in supporting children's response to literature. Finds that, over time, preservice teachers' question types shifted in amount and content, moving from teacher dominance to child-teacher dialogue. Notes teachers became more…

Examines the experiences of a group of urban, bilingual teacher-researchers. Considers how teacher research raised teachers' awareness about political dimensions of their own practices and how these teachers took steps to improve their practices and school settings. Proposes that teacher research empowers teachers to think and act like…

Examined preservice teachers' self-as-teacher profiles. Participants completed a reflective process, examining themes in their own profiles, then repeated the process 1 year later. Students considered profile writing and reflection helpful, responding positively to their own writing after 1 year, reiterating the benefit of reflection, and noting…

Discusses research on English-as-a-foreign-language (EFL) teachers' collaborative reflection on individual teaching procedures. Analyzed the collaborative efforts of two EFL teachers to explore teaching with a view to solving problems in their respective classes. Examined whether this process of collaborative reflection would lead to a change in…