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This article is an afterword to a collection of perspectives on excessive teacher/faculty entitlement. The authors, from nine different countries, explore the manifestations and consequences of excessive entitlement in education. The article highlights the need for awareness and understanding of excessive entitlement at all levels of education. It also discusses the impact of personal experiences on teachers' sense of entitlement and calls for further research on teacher education programs to address and discourage excessive entitlement. [Extracted from the article]

This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective practice, and assessment for and as learning, the strategy was designed to be a sheltered reflective practicum to learn about language and literacy education while still at the university, before moving into real class practicums. Data collected through individual reflective writing, developed at the beginning and revisited at the end of the practicum, were subjected to qualitative analysis. The results evidence students' awareness of their limited initial and rich final understandings as well as of critical features of the learning process, expressing positive feelings and acknowledging the relevance of their learning for future practice. The discussion argues for the relevance of offering a sheltered reflective practicum approach while still at university in the design of teacher education. [ABSTRACT FROM AUTHOR]

Self-study of teacher education practices, professional learning, apprenticeship of observation, modeling, evidence, reflective practice. [Extracted from the article]

This chapter explores the concept of entitlement among school teachers and university professors in terms of long-standing characteristics of the culture of schooling. Features of the school culture are introduced with a short excerpt from a science lesson that illustrates how the authority of a teacher's position can be substituted for the teacher's authority of knowledge or reason. Introduction of the concept of the authority that arises from experience leads to discussion of entitlement arising from viewing teaching as a gift rather than a service. If teaching is a service, are students not entitled to a voice in their learning? To illustrate, a three-decade project to develop students' voice and responsibility in their learning is discussed. Given the unique characteristics of teaching and teacher education, the chapter closes with the suggestion that the ultimate indication of teacher entitlement may be teachers not realizing the importance of teaching their students how to learn. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

If the practicum is the most valued element of a teacher education program, how good is each teacher candidate's learning and how well is it supported by the university supervisor? While most self-studies of teacher education practices focus on practices in the university classroom, this article reports an analysis of a supervisor's practices, with special attention to underlying assumptions of the supervisor. Data permitted identification of patterns in the supervisor's pedagogy and in teacher candidates' responses to that pedagogy. The supervisor's underlying assumptions and the contribution of conversations with a critical friend were identified. A table was constructed to contrast the assumptions in two stances toward supervision, one characterized as transmission and the other as interpretation. Conclusions emphasize the importance of listening to each candidate's voice and including a metacognitive element in a supervisory conversation after a lesson observation. [ABSTRACT FROM AUTHOR]

This article has two major goals. The first is to establish a distinction between the idea of critical reflection (as required today in many teacher education courses) and the concept of reflective practice (as set out by Schön in the context of active professional practice). The second is to present some of the important lessons a teacher educator has learned from reflective practice (not critical reflection) during 40 years of work with pre-service teachers. [ABSTRACT FROM PUBLISHER]

Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the article discusses various reports within the issue on topics including education development, coaching of teachers, and political literature.

This chapter analyzes one teacher educator's development of a pedagogy of reflection over a period of 25 years. My personal interpretation of the meaning of reflective practice leads to seven principles of a pedagogy of reflection that focus on relationship, listening, metacognition, modeling, and learning from experience. Justification of my pedagogy of reflection includes an account of books that influenced my development as a teacher educator and the insights gained from living and teaching in a different culture. Excerpts from and discussion of the work of two preservice teachers illustrate my pedagogy of reflection and emphasize the importance of replying supportively to each individual who shows awareness of the unique learning process involved in becoming a teacher. The research methodology of Self-Study of Teacher Education Practices supported the development of my pedagogy of reflection and helped me to overcome the conditions that can constrain that development. [ABSTRACT FROM AUTHOR]

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically' respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference. [ABSTRACT FROM AUTHOR]

Copyright of Encounters on Education is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We present a method to form a patterned template having a dense array of subnanometer scale pits that is useful for numerous applications that require significant size reduction. The polystyrene-polymethylmethacrylate diblock copolymer nanopatterned sample has been used in order to form a hexagonal symmetry as a starting scaffold. The ordered copolymer pattern is then transferred to the oxide layer to form a hard mask for subsequent anisotropic silicon wet-etching process. With a controlled wet etching, we obtained inverted pyramidal pits on a silicon substrate of which the tips can be a few or even a single nanometer in its lateral dimension. The most common phase change material Ge_2Sb_2Te_5 (GST225) was deposited on this substrate and isolated within the pits using chemical mechanical polishing approach, followed by X-ray photoelectron spectroscopy elemental analysis. [ABSTRACT FROM PUBLISHER]

Background: Suicide is a disproportionate cause of death for US physicians. The prevalence of suicidal ideation (SI) among surgeons and their use of mental health resources are unknown. Study Design: Members of the American College of Surgeons were sent an anonymous cross-sectional survey in June 2008. The survey included questions regarding SI and use of mental health resources, a validated depression screening tool, and standardized assessments of burnout and quality of life. Results: Of 7905 participating surgeons (response rate, 31.7%), 501 (6.3%) reported SI during the previous 12 months. Among individuals 45 years and older, SI was 1.5 to 3.0 times more common among surgeons than the general population (P<.02). Only 130 surgeons (26.0%) with recent SI had sought psychiatric or psychologic help, while 301 (60.1%) were reluctant to seek help due to concern that it could affect their medical license. Recent SI had a large, statistically significant adverse relationship with all 3 domains of burnout (emotional exhaustion, depersonalization, and low personal accomplishment) and symptoms of depression. Burnout (odds ratio, 1.910; P<.001) and depression (odds ratio, 7.012; P<.001) were independently associated with SI after controlling for personal and professional characteristics. Other personal and professional characteristics also related to the prevalence of SI. Conclusions: Although 1 of 16 surgeons reported SI in the previous year, few sought psychiatric or psychologic help. Recent SI among surgeons was strongly related to symptoms of depression and a surgeon's degree of burnout. Studies are needed to determine how to reduce SI among surgeons and how to eliminate barriers to their use of mental health resources. [ABSTRACT FROM AUTHOR]