The authors believe that many teacher educators are charged with teaching and advising those seeking initial teacher licensure. They must make a concerted effort to have students reflect seriously on the meanings they are constructing of their work. They need to ask them to gauge continually their confidence in their career choice when they are…

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence…

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in…

This article investigates how the goals of participants in a video club evolved and became more shared over time. A video club brings groups of teachers together to analyze video from one another's classrooms (Sherin, 2004). The purpose of the video club the author investigates was to bring teachers together to analyze student thinking, an…

This article defines and contrasts defective, effective, and reflective views of teacher development. Implications for teacher education are discussed. (MT)

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…

Portland State University's Cooperative Professional Education Program offers an internship which combines coursework and clinical experiences for teacher education students with extension to beginning teacher placements. (CB)

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)

How people experience, interpret, and enact time--personally, collectively, and transcendentally--is educationally significant. One's temporal hopes and fears, limitations and potentials, are the fundamental stuff out of which is forged "the constitution of human life in time." In this article, the author offers various perspectives on individual,…

These are challenging times for teachers. Mixed messages, conflicting demands, and increasing needs on all fronts surround them. Each day, teachers face increasing requirements and significant pressures on their daily practice from administrators and policymakers. It is hard to be, or remain, a teacher of quality committed to one's ideals. In this…