This paper describes a reflective thinking model for preservice teachers developed and implemented within one state college's teacher education program. It includes three specific developmental stages. During the foundation stage, students are introduced to and involved in classroom inquiry activities which include dialogue journals,…

This study examined the evolution of the accuracy/thoroughness of novice through expert teachers' recall of their own and their students' specific classroom behaviors, investigating the relationship of their recall to the frequency and levels of their reflection and using findings to determine the impact of their recall on their effectiveness in…

This study examines the importance of structured reflection in service-learning courses. The study consisted of interviews with 15 faculty and 72 students from three different higher education institutions; interviews were conducted between October 1998 and March 1999. Focus group interviews with faculty gathered information about course design,…

This paper examines how people reflect, individually and collaboratively, in different cultural contexts, discussing the consequences for teacher education. The paper suggests that the ways in which people reflect individually are shared across cultures, but the ways in which people reflect together are structured differently by their varied…

This paper presents the results of the implementation of an instructional approach that supports teachers' learning of instructional design (ID) and honors their beliefs and concerns within the ID process; participants included two instructors and 23 practicing K-12 teachers enrolled in an instructional design course as part of a masters program.…

Close analysis of both the explicit and implicit curriculum is necessary to truly understand the kind of work relationships educators develop with their students and what values, epistemologies, and belief systems they are going to appreciate as a result of the collective educational experience. The analysis began with student voices and…

Group seminars, or small discussion groups, support cooperative reflection between teachers, expose interns to new perspectives, help them develop professional relationships, and allow time for them to expand and deepen their reflective analysis of everyday occurrences. A group of 15 student teachers in an early childhood program at one university…

Examines new roles for student-teacher supporters (cooperating teachers, mentor teachers, and university supervisors) and new frameworks for analyzing student teaching (selected teacher competencies) in the University of Exeter's school-based teacher training program following changes in British government policy on preservice teacher education.…

A model for conceptualizing teacher change was developed during a two-year study of mathematics teachers' implementation of an innovative curriculum. Based on constructivist views of teaching and learning, the model suggested that one way to promote change in teaching practice is to structure interactions among teachers to promote reflective…

The case study reported here describes two student teachers' thinking related to emergent issues during their first field placement for a course exploring elementary reading instruction. The students submitted journals, lesson plans, portfolios, field notes, and discussion group reflections. Data analysis indicated the students had very different…

Introduces a theme issue on reflective practice in California's Beginning Teacher Support and Assessment program. Papers highlight: state policy mandating teacher reflection; the California Formative Assessment and Support System for Teachers; teacher skills and beliefs for promoting reflective practice in novice teachers; beginning teachers'…

Provides theoretical background to Exploratory Practice (EP) and illustrates how the framework of EP can be invoked in the context of doctoral research. Reports on a doctoral study that focuses on one the researcher's professional development as an EP teacher-consultant. (VWL)

An elementary teacher who completed her preservice fieldwork with Hawaii's PETOM (Preservice Education for Teaching of Minorities) program discusses the experimental process she uses to teach students to read and to love reading. By presenting her diary, the article highlights her whole-language approach to teaching a love of reading. (SM)

This review of "Teacher Lore," a book of essays, highlights what teacher lore is, teachers' stories and ideas, and learning from teacher lore. The book invites teachers to look searchingly into their daily practice in order to understand the mystery and intangibles of teaching. It is recommended for preservice and inservice teachers. (SM)

Describes one elementary teacher's experiences participating in the Talking Mathematics Project, which provided a forum for teachers to teach, reflect on their mathematics knowledge, and think about their practice. Teachers were videotaped in their classrooms. They examined the videotapes alone and in seminars. Reflecting with others enriched the…