This issue contains three articles and one book review. In the first article, Shelley Sherman highlights the ways that the moral dimensions of teaching provide a framework for sustaining discourse about responsive teaching. In the second article, Jessie Singer describes the use of a teaching journal as a tool to begin informal inquiry and research about her teaching. Rachel Wlodarsky shares results from a qualitative study investigating the roles of critical reflection and dialogue in the development of three professors' classroom practices. Finally, David Yearwood and Sandra Arnau Dewar review Eleanor Drago-Severson's “Becoming Adult Learners: Principles and Practice for Effective Development.”
Marjorie Bock, Co-Editor
Margaret B. Shaeffer, Co-Editor
| IN THIS ISSUE: | |||
| SHERMAN | Fostering Responsive Teaching by Preservice Teachers | HTML FORMAT | PDF FORMAT |
| SINGER | Finding and Framing Teacher Research Questions: Moving from Reflective Practice to Teacher Research | HTML FORMAT | PDF FORMAT |
| WLODARSKY | The Professoriate: Transforming Teaching Practices through Critical Reflection and Dialogue | HTML FORMAT | PDF FORMAT |
| YEARWOOD AND DEWAR | Review: Drago-Severson's Becoming Adult Learners: Principles and Practice for Effective Development | HTML FORMAT | PDF FORMAT |
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