This document proposes that preservice teachers assess various learning philosophies to find methods that may be useful in teaching at the higher education level. In the first section of the paper ten broad principles of teaching are cited: developing and maintaining student interest; motivating learners; providing useful learning opportunities;…

This paper traces the development of guidelines to help education instructors effectively evaluate and provide guided practice for student teachers as they reflect on their professional work. The University of Wisconsin River Falls requires student teachers to videotape their teaching experiences, then reflect on how, why, and where they meet…

This book provides teachers with resources necessary for providing caring and competent instruction and guidance to students of all ages, exploring human resources that teachers need to flourish in the classroom. Chapter 1, "On Being a Teacher," describes the essence of what makes teachers truly great. Chapter 2, "On Being a…

This serial issue contains nine articles all on the subject of "changing practice," i.e., innovative practices of rural English teachers in the Bread Loaf Rural Teacher Network. "Byte-ing into Medieval Literature" (John Fyler) describes an online conference on medieval literature for rural high school students. "Literacy…

To gain insights into preservice teachers' growing capacity to be exploring, reflective practitioners, portfolio assessment is being adopted in some teacher education programs. The teacher as reflective practitioner and portfolio assessment became the foundations of one Carnegie-I research university's four-phase secondary education program.…

Sixth-grade teachers from diverse content areas and specialized fields came together as teacher-researchers to infuse principles of literacy/language learning across the curriculum, targeting low-achieving students. Through reflective inquiry, they gained insights into new strategies as they revised their roles from content area teachers to…

Details the process and results of an action research project that explored children's understandings of why toys move in certain ways. The purpose of the project is to inform tutoring sessions and the classroom practices of student teachers. (DDR)

Describes two orientations to the learning process: "transmission," transfer of information from source to receiver; and "interpretation," development of knowledge through the interaction of receiver with source. Transmission- or interpretation-based values are like a cognitive-affective filter because they form a cognitive and…

Philosopher educator describes how she presents multiple perspectives in her teaching to create learning situations that instill a sense of wonder and curiosity. She is encouraged by increased recognition of the relationships among learning, social action, and social justice, and the recognition of the consciousness of different children.…

A teacher educator developed contexts in which White, middle class prospective teachers told each other teaching stories during weekly seminars. The goal was to consider alternative ways of thinking about and behaving toward diverse students. The experience enhanced participants' understanding of themselves and the strengths and limitations of…

Describes changes in the perspectives and practices of two teacher educators as a result of a series of action research projects conducted over a six-year period in an elementary education course. The studies focused on reflection, student learning, reading and writing instruction, and course impact. (SM)

Discusses use of teacher talk about innovation as an alternative to journal entries in eliciting reflective behavior. Describes a study that investigated whether teachers assembled to discuss portfolio assessment would spontaneously engage in four levels of action (describing, informing, confronting, and reconstructing). Analysis of transcripts…

The journals of six special education graduate students were examined in order to define operational categories of reflective thought. The development of reliable and operational definitions for classifying, coding, and evaluating written journals of preservice teachers is described. Past research on the importance of reflective teaching is…

Suggests that documentation can help teachers: (1) better respond to demands for accountability; (2) teach through direct, first-hand interactive experiences that enhance brain development; (3) be more effective; (4) meet special needs; and (5) help children perceive learning to be important and worthwhile. Describes several methods of…

Two teachers participating in professional development involving research were asked to read and respond, in light of their own teaching, to Lisa Delpit's study of the dilemma of progressive education versus teaching traditional skills to disadvantaged black students. The teachers' responses illustrate the importance of teachers' prior beliefs and…