In this paper three different meanings ascribed to reflective teaching are examined. The first, Cruikshank's Reflective Teaching Model, sees reflective teaching as the ability to analyze one's own teaching practices. Schon's "Reflection in Action," on the other hand, argues that the professional practitioner is one who can think while acting and thus respond to the uncertainty, uniqueness, and conflict involved in the situations in which professionals practice. The third perspective toward reflective teacher education, the work of Zeichner, posits three levels of reflection: technical elements, situational and institutional contexts, and moral and ethical issues. The three models are described and compared, with references to other studies and theories on reflection. Teaching strategies intended to facilitate the development of reflection are discussed. These strategies are seen as ways to promote critical inquiry among preservice teachers. (JD)

No abstract

No abstract

No abstract

Adler and Goodman describe efforts to develop a social studies methods course that links the theoretical ideas of recent work on critical theory in education to practical applications in the preparation of teachers. They discuss the literature that serves as a foundation for their course development, give an example of critical theory in practice, and address problems associated with implement ing critical theory.