"May you live in interesting times," goes the saying, attributed to the Chinese, although the provenance is unproven. It is widely understood to be a curse, for which a loose translation could be: "May you experience disorder and trouble in your life." In this essay Christine Woyshner raises the issue of the "interesting…

This is a reflexive account of my experiences teaching online and blended doctoral research methodology courses and seminars. Vacillating between skepticism and affirmation, my thoughts mirror the many issues that arise from my daily professional practice and from what I have discovered in my quest to better understand the nature and workings of…

Parker Palmer is correct in his claims that good teaching depends more on the capacity for connectedness than on technique and that helping teacher candidates cultivate a strong sense of personal identity is crucial. However, to what extent are Palmer's claims compatible with the various constructivist models of learning that are now prevalent in…

In this article, the authors provide an argument for future directions for teacher education, based on a re-conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require…

This article deals with the use of Problem-Based Learning. The emphasis on high stakes testing, classroom size, diversity, school violence, and much more impact public education and professional preparation programs relative to teacher education. Issues are presented dealing with Accrediting Commissions and Professional Organizations, and the use…

Elaborates on 27 years of teaching methods courses. Four models addressed are the normal school, generic, single method, and inspirational. Argues that educational philosophy has a place in undergraduate teacher education. (JOW)

Texts such as No Child Left Behind (NCLB) contribute to the contexts in which one works because of the restrictions and sanctions they impose upon teachers and children. As others in this issue discuss in more detail, NCLB has a punitive edge that can replace teachers, decrease local school control, and change curriculum (L. Meyer, 2003). In this…

This column highlights websites that the author thinks are interesting, well designed, and useful to classroom teachers, college-level methods instructors, and other social studies professionals. When reviewing these websites mostly the author tries to look at them through the eyes of a classroom teacher. Does it have relevant, accurate…

Drawing on the examples of a successful classroom teacher who does "what works" and a former student disenchanted with the behavior modification approach to teaching exceptional children, the author encourages teacher instruction in critical thinking and a wide range of teaching theories and methodologies. (JBM)

Defines a pedagogical strategy that provides opportunities for prospective teachers to critically take up and reflect on the role of the teacher, a strategy called "situated performance." Describes situated performances in detail to illustrate their potential for educative experience. Shows how situated performances can complement current…

To determine how college instructors evaluate student learning in their reading methods course, a questionnaire was administered to 15 instructors of elementary, and 11 instructors of secondary, reading methods courses. The instrument was divided into five sections for the purpose of collecting the following data: (1) course design and components…

If social studies teachers are to build an international or global perspective into their teaching, they should not only be exposed to the substance of global education throughout their academic training, but should also be introduced to teaching methods and materials that are international in character. This presentation considers ways in which…

The author discusses essential elements of a preservice social studies methods course for elementary teachers. The knowledge and skill objectives to be achieved by students in methods courses and used as a guide by the instructor are outlined. A discussion follows. A social studies methods course should help students develop a personal working…

One technique particularly worthy of possible inclusion in the secondary social studies methods class is an assignment in which students interview practicing social studies teachers. In addition to obtaining more insight into actual teaching practice, methods students learn about interviewing as a social studies teaching method. A course is…

The author examines student teaching methods books in reference to how student teachers develop questioning skills. He suggests that the current methods have remained unchanged for years. He also suggests that this pattern should change and gives reasons for his opinion. (CT)