The paper argues that the emergence of a new mode of production--co-configuration is generating new modes of expertise that EU policies for lifelong learning (LLL) are not designed to support professionals to develop. It maintains that this change can be seen most clearly when we analyse Small and Medium Size (SMEs) enterprises in the creative…

All evaluators should know evaluation theory because it is central to their professional identity. It defines "who they are." Every profession needs a unique knowledge base, and for evaluators, evaluation theory is that knowledge base. (Author/SLD)

This theme issue brings together studies of professional knowledge and its transformation and use. Becoming a professional is a process of fusing theory and experience. Assumptions about learning in general do not necessarily apply to the professional training of teachers, and their applicability should be questioned. (SLD)

The literature on novice-expert shifts in teacher knowledge is examined from the perspective of constructivist learning theory with a view to identifying lessons for teacher educators. Limitations in teacher knowledge are explored, and three requirements are outlined for a research agenda on teacher's learning. (SLD)

Focuses on the professional role of the teacher in the classroom in relation to the students being taught and the subject matter being learned. Defines and gives examples of three dimensions of the professional act of teaching: conceptual knowledge, general knowledge, and interpersonal communication and social skills. (JHZ)

Ideas concerning reflection in general, the role of reflection in cognitive apprenticeship, and reflection in action are discussed. The notion of reflection in a particular setting is presented for two cases: the professional education and training of physicians, and a teaching improvement program in which a teacher-teacher coach facilitates the…

This article discusses the rise of students with dysphagia in schools and addresses issues associated with serving students with dysphagia in the public education setting. The role and preparation of the speech-language pathologist is serving children with dysphagia, and the accompanying continuing education and ethical requirements, are outlined.…

The recent interest in reflective teaching has resulted in a number of studies in which reflective teaching is proposed as an important aim to be achieved through teacher education programs. Programs for the development of reflective teaching have been proposed, however, attempts at clarifying the meaning of reflective teaching have been scarce.…

Argues that effective staff development for teachers should be tied to the daily classroom life and grounded in the concerns and questions of teachers. Discusses a theory of pedagogy that advocates teaching for understanding and a model of staff development based on practical knowledge and critical reflections. (SLD)

Views of teaching assistants (TAs) concerning the significance and impact of the job are considered, along with their interactions with the college and students. Teaching competence, knowledge, facilitating learning, TAs' responsibilities to the student, and feedback to TAs are also covered, including first person comments of three TAs. (SW)

The way that institutional research directors manage their professional development and career paths was assessed, based on a survey of Association for Institutional Research members. Those contacted had been identified as successful persons in the field who had actively participated in the advancement of institutional research by contributing to…

Presents goals of National Commission on Teaching and America's Future to improve education by improving teachers' knowledge and skills: (1) all children taught by teachers with knowledge, skills, and commitment; (2) teacher education programs meeting professional standards; (3) access to professional development and time for collegial work and…

Current approaches to inservice teacher education emphasize process and do not adequately address the maintenance and development of teachers' subject area expertise. It is possible that a well-documented curriculum can furnish adequate teacher renewal for content updating. However, how teachers will judge, select, and use appropriate materials…

For the past three years a small group of teachers has been followed, first through their 1-year preservice teacher education program and then throughout their first two years of full-time teaching, in an attempt to gain insight into their development. In this paper reference is made to the stories of two of these teachers, to consider the…

Conventional approaches to teaching and learning perpetrate lies about the nature of knowledge, self-worth, and growth. Working with Foxfire and authentic assessment can offer teachers an opportunity to discover emancipating truths. These approaches demonstrate the value of students' growth in their own competence and in their self-direction. The…