As researchers and teachers, we have particular beliefs about the world and how it works, and about classrooms and how they work. Borg notes that "beliefs colour memories with their evaluation and judgment, and serve to frame our understanding of events" (Borg, 2001, p. 187). When already qualified teachers, in a TESOL graduate program,…

Explores and examines the theoretical roots of supervisory practice with regard to field experiences in teacher education. Contends that most approaches to supervision are rooted in paradigms reflecting the perspectives of positivism, phenomenology, and critical theory. (MLF)

Reports on a qualitative study of the effects of student teaching in urban secondary schools on the motivation of student teachers. Concludes that the demands of teaching in urban schools may discourage many talented but idealistic liberal arts graduates from pursuing a teaching career. (FMW)

Five preservice teachers' perceived sources of teaching decisions were studied as they proceeded through a secondary mathematics education methods course and through student teaching. Sources cited most often included methods course content, school textbooks, suggestions made during teaching episodes in the methods course, past teachers'…

The results of questionnaires given designed to provide information on the effect of student teaching on the attitudes and career interests of secondary mathematics preservice teachers are presented. The recommendations/suggestions obtained from the questionnaires concerning the secondary mathematics and middle school methods courses and a copy of…

Contrasted are two review lessons of two secondary mathematics student teachers with those of their high school cooperating teachers. Differences between the review lessons were analyzed by interpreting teaching as a complex cognitive skill and as improvisational performance. Expert-novice distinctions are discussed. (KR)

The role of methods courses to help prospective elementary teachers learn to teach mathematics was investigated. The influence of past experience on preservice teachers, their lack of subject knowledge, and the lack of time set aside for a methods course are discussed. (KR)

Reports on a study of 29 secondary school student teachers to determine their views about their student teaching experience. Finds that students received variable levels of support from student teaching supervisors and cooperating teachers. Discovers students valued school-based work, but not wholly school-based courses. (CFR)

Examined elementary and secondary education students' attitudes and understanding of science processes prior to taking methods courses, immediately after completing the courses, and upon completing their practice teaching experiences. Implications based on differences in attitudes between the two levels (including negative attitudes for secondary…

Reports observations of Germany's teacher education programs by an Irish teacher educator. Describes lessons on curriculum design and planning instruction. Contends that German teachers believe that education should develop self-confident, knowledgeable students who will be active participants in a democratic society. (CFR)

Analyzes a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-of-fractions algorithms, focusing on the student teacher's beliefs about good mathematics teaching and learning to teach. Attempts to understand why the lesson failed, what it reveals about learning to…

Presents a case study involving two teaching certification students. Examines how a social studies methods course and a one-year elementary school postbaccalaureate teacher education program influenced students' educational beliefs and practices. Finds influences are partial, differential, and interactive with students' backgrounds and…

Examines relationships between an elementary social studies methods course and three student teachers' beliefs and practices. Discovers significant connections between the methods course and student teacher beliefs but finds contextual constraints on implementing planning and instructional practices suggested by the methods course. Argues studies…