Linda Valli is Associate Professor and Director of Teacher Education at The Catholic University of America.

• ForewordAlan R. Tom IntroductionLinda Valli PART I: CASE STUDIES OF REFLECTIVE TEACHER EDUCATION 1. Communities of Inquiry, Communities of Support: The Five Year Teacher Education Program at the University of New HampshireSharon Nodie Oja, Ann Diller, Ellen Corcoran, and Michael D. Andrew 2. Developing a PROfessional TEACHer at the University of FloridaDorene Doerre Ross, Margaret Johnson, and William Smith 3. Reflection, Research, and Repertoire in the Masters Certification Program at the University of MarylandJoseph McCaleb, Hilda Borko, and Richard Arends 4. Stimulating Reflection While Learning to Teach: The ATTEP at Kent State UniversityJane Applegate and Beverly Shaklee 5. Reflective Practice in the Multiple Perspectives Program at Michigan State UniversityJoyce Putnam and S. G. Grant 6. Problem Solving Is Not Enough: Reflective Teacher Education at the Catholic University of AmericaMaria J. Ciriello, Linda Valli, and Nancy E. Taylor 7. Getting it RITE: A Case of Negotiated Curriculum in Teacher Preparation at the University of HoustonRenee T. Clift, W. Robert Houston, and Jane McCarthy PART II: CRITIQUES OF REFLECTIVE TEACHER EDUCATION 8. The Role of Reflection in Learning to TeachJames Calderhead 9. In the Eye of the Beholder: Cognitive, Critical, and Narrative Approaches to Teacher ReflectionGeorgea M. Sparkes-Langer 10. Conceptions of Reflective Teaching in Contemporary U.S. Teacher Education Program ReformsKenneth M. Zeichner 11. Feminist Pedagogy as a Foundation for Reflective Teacher Education ProgramsJesse Goodman 12. Voice and Power in Teaching and Learning to TeachAnna E. Richert 13. The Essectialist Tension in Reflective Teacher EducationLynda Stone AfterwordLinda Valli Notes and References Contributors Subject Index Name Index

"This is the first book to directly take on the complexities that are involved in attempting to look at reflective teaching as a process of program design, development, and implementation. The seven case studies do move us toward a better understanding of the dynamics involved in the design and implementation of reflective teacher education programs, and the assessments by the critics help identify just what we know—and don't know—about such programs." — Alan R. Tom, University of Arizona