03447cam a22005052u 4500001000800000005001700008007001400025008004100039035002000080037001900100040002700119091000800146100002100154245009200175260006800267300001000335500009900345500004000444520152500484530007902009533008102088650002802169650002502197650003102222650002502253650003302278650004202311650003902353650002902392650002902421650001902450650002402469650003002493650003702523650003202560650003002592650003202622650004102654653003702695653002402732655002702756710007902783856003702862984004202899559275720181022111620.0he u||024||||080220s1995 xxu ||| b ||| | eng d 9(ericd)ED393857 aED393857bERIC aericdbengcericddMvI amfm1 aFilby, Nikola N.10aAnalysis of Reflective Professional Development Modelsh[microform] /cNikola N. Filby. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1995. a58 p. aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.5ericd aContract Number: RP91002006.5ericd aThis paper reviews the background of and compares three particular approaches to reflective professional development, specifically as used by Far West Laboratory: case methods, the Peer Assisted Leadership process, in which peer partners observe each other, conduct reflective interviews, construct leadership models, and explore alternate ways to handle dilemmas they face as school leaders; and teacher action research. It further describes how theory, data, and discussion are intertwined in each approach; what forms of knowing and reasoning emerge; and how these processes unfold in several specific examples. A distinctive characteristic of the approaches, as compared to their reflective processes, is the emphasis on in-depth consideration of real world experience or the documentation and interpretation of specific situations, here labeled as a focus on data. Discussion is a process tool by which participants articulate and reconsider interpretations of experience and try out and adjust different theoretical frames. By focusing on data or experience, many different forms of knowing and learning become relevant and useful, including propositional knowledge, narrative knowledge, and reflection through action. Each case is reviewed in terms of story, theory, action, question form, data/research, agency, and complexity. Appendixes include four examples of teacher research cases and an annotated bibliography of reflective professional development model literature. (Contains 49 references.) (Author/NAV) aMay also be available online. Address as at 14/8/18:uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAction Research.2ericd07aCase Studies.2ericd17aClassroom Research.2ericd07aCollegiality.2ericd07aElementary Education.2ericd07aElementary School Mathematics.2ericd07aElementary School Teachers.2ericd07aGroup Discussion.2ericd07aHigher Education.2ericd17aModels.2ericd07aPeer Groups.2ericd07aPeer Relationship.2ericd17aProfessional Development.2ericd17aReflective Teaching.2ericd07aResearch Projects.2ericd07aTeacher Researchers.2ericd17aTheory Practice Relationship.2ericd1 aPeer Assisted Leadership Program0 aReflective Thinking 7aOpinion Papers.2ericd2 aFar West Lab. for Educational Research and Development, San Francisco, CA.41uhttps://eric.ed.gov/?id=ED393857 aANLcmc 2253 ED393857d77000000398250