Calls for the crucial need to incorporate alternative approaches into everything teachers do and the mistakes teachers make in the classroom. Discusses three specific instructional trouble areas of every teacher's reality and common mistakes. (ASK)

A personal reflection on the author's professional development applies the principles of thematic cycling to identify six cycles from "a beginner's initial questions," through "more teaching, more questions, and more study," to "taking stock of where I am." Forty years of changes in the field of educating students who are deaf or hard of hearing…

Describes a project that used the process of cognitive coaching to implement the National Council of Teachers of Mathematics (NCTM) standards. Argues that cognitive coaching is a vehicle that helps teachers change and reform both curriculum development and instruction, combats the isolation of teaching, provides feedback, aids in reflective…

This book examines the issues involved in creating reflective learning environments and raises questions that will help guide individuals' development as facilitators of learning. Section 1 looks at reflection as the core of learning. Section 2 describes the three stages in the reflective process: creating, observation, and analysis of the…

Designed for adult educators in various settings who are seeking to improve as teachers, this book describes a process adult educators can use to examine their beliefs about teaching and current teaching behavior in depth. It is intended to guide them through an exploration of who they really are as teachers, and then, through experiential…

Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

Practice-based or experiential learning has come to be dominated by mentalist models of reflection on experience. The argument here is that these models split mind from body and subject from environment in ways that yield problematic practices. An alternate conception of practice-based learning is offered here, based on the notion of…

Offering teaching assistants, new faculty members, and adjunct instructors "real-world" scenarios about the many facets of teaching introductory college composition, this book provides situations, sample syllabi, assignments, and journal entries from classrooms. The book's six chapters move from general considerations of assignment…

As reflective teaching has been a major concern in education with the movement for increased teacher professionalism and involvement in all aspects of school decision-making, the 10 articles in this volume address reflective practice in the social studies with an emphasis on how reflection and inquiry can contribute to both teacher and curriculum…

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The purpose of this module is to assist TAs in integrating what they are learning about teaching methods, language acquisition, and the nature of the profession. There are five parts, each…

The fields of instructional supervision, adult development, teacher education and mentoring, and ongoing professional development are synthesized in this text. Examples and case studies are drawn from local systems in North Carolina as well as state, national, and international public school/university consortia to identify emerging trends in…

This book draws on recent scholarship in adult education to provide practical ideas for adult educators on how to stimulate and support their own development as educators and better understand the process of professional development as adult learning. Chapter 1 provides an overview of the diverse contexts within which educators work and the nature…

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…

Steps taken by instructional designers in constructing a case study for use in faculty development are outlined, from the original case study idea to selection of an appropriate classroom incident, writing the case, and planning the teaching process (identifying relevant issues, preparing discussion questions, and organizing discussion). The text…

This study investigated ways in which regular group discussion might promote reflective teaching. Subjects were three experienced teachers of English as a foreign language (EFL) in Korea who came together in weekly meetings to reflect on their work. Two were college teachers, and one taught in a private company. The study examined what the…