Describes a program of supervision built around the goal of preparing reflective teachers. Additionally, the article presents results of a case study research project that reveals both success and failure at reaching this goal. Also, the authors discuss model reflectivity from their own teacher education practice. (GLR)

Describes teacher education practice aimed at promoting reflection in novice practitioners, and reflects on an exercise used in teaching a class of preservice secondary teachers. The author draws on student journal entries data in understanding the students' reflective thinking and demonstrates the efficacy of having students keep focused…

Describes the reflective process of a group of teacher educators who examine the goals and strategies of their teacher education program. Each educator/author discusses the program from their own point of view regarding the power of collaborative reflection in the conceptualization and implementation of teacher education practice. (GLR)

Illustrates how reflection-in-action contributes to the development of professional expertise and points to the need for new, more direct approaches to demonstrating the relationship between classroom experience and university courses. It argues that traditional teacher education practice lags behind in developing understanding of thought and…

Identifies personal and contextual factors that make learning from experience for teachers difficult; argues the need to learn more about how teachers learn and what is needed to foster that learning in the school context, while lending insight into the complexity of teacher reflection and teacher learning in classroom environments. (GLR)

Discusses the difficulty of reflection in teaching given the norms of the profession and the context of the work. The article describes research on ways teachers adapt and tailor lessons to changing circumstances and class populations, and reports on teachers' reflective practices. (GLR)

Focuses on current reform efforts in teacher development and links teacher reflection to what the author considers the essence of current educational reform. In addition, examples are provided from research and practice to support the argument that teachers who are able to reflect are better able to accomplish their goals. (GLR)

Emphasizes the need for careful deliberation about teacher learning for both inservice and preservice teachers. Argues that without consideration of on-going teacher development, reflective practice cannot be expected to exist in schools. (GLR)

Evaluates John Goodlad's theory of teacher education as expressed in his 19 postulates (conditions necessary for effective teacher education) that focused on university expectations, faculty responsibilities, programmatic conditions, and regulatory circumstances. The article discusses whether universities should take Goodlad's theory seriously.…

Study by the Carnegie Forum on Education and the Economy's Task Force on Teaching as a Profession assessed problems in teacher preparation, offered reform proposals, and recommended school and teaching force restructuring. The article outlines the major proposals, compares the report with earlier studies, and provides an assessment. (SM)

Discusses specific pedagogical practices, embedded within a distinct context, leading to a particular poststructural curriculum for educational justice. The description provides a conceptual framework to guide in the reflection of each individual's pedagogical practices. (SM)

Describes the process of preparing minority teachers in China, a unique program in China's development, and an integral part of what the government describes as socialist modernization. The article explains how education of Chinese minorities is based on historical and philosophical concepts. (SM)

Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)

Introduces a collection of papers that discuss using personal histories to better understand teacher preparation and development. The article explains what personal histories are, why it is important to write about and research them, and how to understand the power of personal histories in the work and lives of teachers. (SM)

Presents an account of a teacher's first year of teaching, focusing on her central metaphors for teaching. The metaphor "teacher is buddy" represented a driving force in her thinking about teaching and working in the classroom. The article discusses the benefits of using metaphors as windows into beginning teachers' thinking and…