Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references.…

By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching. (SLD)

Discusses Stephen Brookfield's book, Becoming a Critically Reflective Teacher. Presents three categories of assumptions he believes teachers must make about their teaching: paradigmatic, prescriptive, and causal. States that Brookfield encourages engaging in critical conversation with peers in order to improve teaching methods. Provides strategies…

This article examines issues related to the provision of educational audiological services that are sensitive to the needs of a diverse population. The focus is on paradigm shifts from traditional clinical audiology to classroom-based educational audiology and use of a cyclical reflective process. Critical components of courses offered at York…

One college teacher's narrative of events and interactions within her classroom, focusing on differing perceptions of racial issues and ethnicity, is used to illustrate the value of narrative as a means of reflecting on teaching practice. It is argued that narrative allows the storyteller to explore self-identity by configuring personal events…

This study used qualitative methodology to explore the professional development and changes in their practical theories of two student teachers in Australia during their third year of an undergraduate program as they began actual classroom experience at the primary level. The study identified interrelated factors impinging on student professional…

Used an in-depth qualitative study to examine implementation of portfolio assessment by four first-grade teachers. Found that teachers saw three major benefits of portfolios: (1) a means of communicating more effectively with families; (2) a tool to motivate, encourage, and instruct students in the skills of self-assessment; and (3) a mechanism to…

An Alberta teacher education program built around "teacher knowledge" begins with what preservice teachers already know rather than programmed knowledge and skills. Learning to teach becomes a process of expressing one's knowledge in practice, reflecting on that practice using personal and theoretical resources, and then trying out…

Examines student art teachers' perceptions of their progress during their first teaching experiences through a reflective writing format. Reveals that they learned about instructional strategies and student learning and needed to learn more about teaching strategies, art content, classroom management, and student learning in order to become…

Describes the development of a graduate preservice education course in which students integrated personal life histories with other views and perspectives, thus broadening their outlooks. Students kept journals in which they reacted personally to reading material and related it to their own life histories. This encouraged them to examine their own…

In this case study, I attempted to understand the nature of a teacher's curriculum planning as she learned about the essence of her teaching context and developed learning opportunities for students based on her perceptions of the students' needs. The teacher demonstrated what I am calling "responsive planning"--the development of lessons based on…

This article provides an introduction to The Health Practitioners Competency Assurance Act (HPCAA) which took effect on 18 September 2004. The Act was introduced to provide consistent accountability across health professions and make it easier for the New Zealand public to understand what health service each registered professional provides. To…

The scholarship of teaching has its roots in reflective teaching practice. Every time a teacher is taken by surprise at something that has occurred in a course, whether he or she prefers that it not be repeated, or that it take place regularly, an opportunity exists for the scholarship of teaching to begin. In this essay, the author's intent is to…

The main objective of this article is to describe and evaluate one of the activities, the "cultural portfolio", that I use in my teacher education classroom to help my disproportionately White student teachers reflect on the public cultural scripts--ways of thinking, feeling, believing, and acting--that shape their practices. First, I frame the…

Teacher education programs employ various strategies aimed at providing teachers with the knowledge, habits of mind, and practices necessary to work with increasingly racially and ethnically diverse students. Often, these efforts have centered on the addition of a multicultural foundations course. Research on multicultural foundations courses…