The consensus among the unit faculty is that our intention is to create reflective practitioners. This perspective is consistent with a view that students should become active learners capable of reflecting upon their experience and philosophy-- which places responsibility for learning with the individual. It views learning as an active interaction between teacher and learner. Historically, this view can be linked to the work of John Dewey. In contemporary views, it is connected with constructivist philosophic perspectives and cognitive psychology. This view describes intelligence as thought in action and that to reflect on one's experience is a method, which allows for growth. As Dewey (1938) expressed, growth occurs through "reconstruction of experience." In general the approach that unit members advocate is consistent with Dewey's problem-solving model: analyzing the difficulty, suggesting alternatives, choosing among the various alternatives, and implementing and evaluating the results. We believe that learning is an active and collaborative process. Teachers must view knowledge as constructed by learners rather than transmitted by teachers. Students should be involved in a classroom community where they will learn to ask questions, share, debate, construct, modify, and develop ideas and ways to solve problems (Johnson & Johnson, 1991; Slavin, 2001).

We believe that teachers are decision-makers. They need to ask hard questions about conventional practice (Reagan, 1993; Goodlad, 1984; Kruse, 1997; Leahy & Corcoran, 1996). Continuous reflection on one's set of beliefs and assumptions about teaching and learning make the process of becoming a teacher a conscious effort at developing a "conscience of craft" (Bush, 1987; Green, 1985). We agree with Reagan's (1993) work relating to reflection-in-action, reflection-on-action, and reflection-for-action. His view offers ways to consider proactive approaches to teaching-particularly the concept of reflection-for-action. Reflection-for-action describes an approach, which prepares one to anticipate what to do in the classroom (based on reflection of past action) while planning for subsequent action. Finally, reflective practice can be enhanced through use of reflective journals, action research and emphasis on teaching as decision-making. The ultimate goal of reflective practice is continuous improvement.