This study sought to determine if, how, and the extent to which, the implementation of lesson study with preservice teachers facilitates reflection in its participants. The lesson study reports of 20 preservice teachers were analyzed qualitatively along three dimensions to determine what lesson study reports revealed about their reflections. More…

Teacher reflection is a salient activity which can assist teachers in getting a critical view about their effective teaching (Loughran, 2010). Among various factors that influence the teachers' reflection, teacher's Pedagogical Knowledge Base (PKB) can be considered of great significance. The current study sought to investigate the relationship…

Within teacher education, generally, classroom management is understood as presenting dispositional and technical challenges, mostly a matter of gaining and displaying specific skills to establish order. Drawing on an analysis of three prominent texts, the author argues for the need to reconceive classroom management as a philosophical and…

Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that…

This study is an exploration of how English as a second language (ESL) teachers relate their ethnic and social backgrounds to instructional practices. Fifty-seven ESL teachers from inner-city junior high schools of Los Angeles responded to a questionnaire, interviews and provided self-written perspectives on how their personal histories mediated…

Examining problems and questions related to full-day kindergarten, this book deals broadly with early childhood curriculum design and development. It suggests specific step-by-step ways to plan an emergent curriculum based upon integrated, dynamic themes that grow out of children's diverse personal and cultural experiences. Addressed to teachers,…

Reviews the research and writing of several authors who advocated intellectual reflectivity as either a major goal or method of social studies. Analyzes the practical constraints which tended to prevent schools and teachers from adopting reflectivty and makes recommendations for increasing teachers' acceptance of reflectivity. (JDH)

For music teachers to be most effective, they must possess the dispositions that best facilitate their students' learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors' self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical…

This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative…

From Dewey (1933) to present, reflectivity is an important component of teacher education. Little information exists that specifically addresses when changes in reflectivity might occur. Therefore, the purpose of this study was: (a) to apply Van Manen's model to outcomes to examine levels of, and changes in, reflectivity and (b) to verify the…

Ongoing concern about poor learner performance in mathematics has led to wide-ranging research on the subject, globally and in South Africa. Among the remedies identified is the reformation of pre-service teacher (PST) education programmes in a way that supports the acquisition of professional skills for pre-service teachers. Developing PSTs'…

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month…

The emergence of reflectivity in teacher education is discussed. Four forms of action (describing, informing, confronting, and reconstructing) are suggested to uncover the forces that inhibit and constrain teachers and teacher educators in their efforts to implement critical reflection in their curricula. (IAH)

In this article, the reflective practitioner is first defined conceptually and operationally. Implications for structuring teacher preparation programs that enable reflectivity are then discussed. (Author/IAH)

Reflection is an important component of teacher education and forms part of the assessment of candidates on CELTA courses. However, questions remain regarding the level of reflection candidates can demonstrate on the CELTA and how best to assess such reflection. The current study analyses reflective assignments from full-time CELTA candidates in…