This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe…

In the context of an arts-integration course in an elementary education program, preservice teachers used tableaux (i.e. frozen scenes) to portray field experience moments in two ways: (1) as remembered events, and (2) as projected possibilities. Using video and photographs of the tableaux, we traced the students' enactment of activist stances and…

In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood…

This article describes the process of implementing Inter-collegially Supported Learning (Tigchelaar and Melief, 1997) and reflection using the ALACT [action, looking back, awareness of essential aspects, creating alternative methods of action, and trial] model (Korthhagen, 1985, 1988) an Elementary Masters in Teaching Program. This study takes a…

Asks herself 5 provocative questions so that the author can better align her teaching practices with her beliefs. Addresses thoroughly each question. Concludes that her current challenge is to continually examine how her teaching practices align with her vision of the future. (SG)

This qualitative study evaluated the Technology Supported Induction Network's (TSIN) effect on 15 elementary education student teachers in isolated rural schools. The student teachers were 50-300 miles away from their university; thus, it was difficult for faculty to provide support and supervision. The TSIN provided student teachers with…

Argues that reflective practice informed by anthropological perspectives can help educators address practice-based puzzlements and improve educational practice in culturally diverse classrooms. Offers examples of how reflective practice, informed by anthropological concepts and methods and illuminated by understanding of different cultures,…

This study explores the nature and meaning of various epistemological and affective issues that shape elementary teachers' work, such as ways of knowing, beliefs about the nature of science, values, emotions, and teachers' images of themselves as knowers. Through analyses of two teachers' narratives, classroom observations, and instructional…

The lessons learned by this book's authors, who observed literacy events in third- and fourth-grade classrooms, altered their vision of teaching and learning. The book shares their observations of how students engage in literacy events and construct meaning within these events, focusing on three factors that significantly influence the…

A practicum was developed to help preservice teachers practice reading theories learned in the college classroom during the three-week field experience portion of the class. Preservice teachers at a Christian college in a small, rural, midwestern town had few opportunities to implement theories learned during field experience. A literature review…

Investigates preservice elementary teachers' theories about science teaching and learning through their reflections on integrated media case-based instruction. Constructs a profile of the teachers' images of themselves as future science teachers. Contains 43 references. (DDR)

Examined preservice teachers' journeys toward becoming reflective professionals within the context of a reading/language-arts methods course and elementary field experience. Observations, journals, surveys, and interviews indicated that participants' behaviors were grouped into three categories: questioning as a way of learning, constructing a…

Assessed whether integrating classroom management and a Wednesday field experience would increase preservice teachers' knowledge and ability to connect theory with practice. Preservice elementary teachers wrote weekly reflections on topics they observed while in their assigned classrooms. The experience empowered most of them by helping them…

Recent refinements to the professional practice strand of one of the teacher training programs offered by the University of Waikato, Hamilton, New Zealand have integrated teaching related experiences into four compulsory courses that develop and extend key concepts and issues directly related to successful teaching practice in New Zealand. The…

The goal of teacher education is to prepare prospective teachers to become reflective practitioners who are able to make pedagogical decisions in light of sound theory. This report describes a model for integrating science and mathematics methods with student teaching. Efforts to maintain a critical bond between theory and practice is one…