By using writing-to-learn strategies in their classes, teacher educators can introduce future teachers to the concept of writing as a teaching strategy while improving their understanding of course content. Examples demonstrate the many benefits of the method. (MT)

Findings are reported from a study which described preactive thought processes of preservice elementary classroom teachers (N=30), as they planned a health lesson, and their conceptions of teaching success or failure during the lesson. Most of the teachers defined success in terms of student involvement and enjoyment rather than achievement. (IAH)

Presented are the results of a Delphi study designed to determine the objectives of secondary science methods courses and the concerns of the professors who plan them. The results present, in the order of importance, the three following concerns: (1) planning one or more science lessons, (2) constructing a classroom evaluation scheme, and (3)…

This qualitative study examined how a methods class focusing on beliefs about teaching for democracy in a diverse society influences the beliefs and pedagogical decision making of a group of preservice teachers. This inquiry, a 2-year study of preservice social studies teachers, encompassed their social studies methods course, student teaching…

Reports on a study that aimed to develop teaching cases for instrumental music education methods courses through analysis of current teaching practice. Using a case study design based on four experienced instrumental music teachers, the study documented daily interactions, decision-making skills, and use of pedagogical knowledge. Offers research…

Drawn from a teacher-educator's experience in teaching a basic reading methods course and a Master's course for inservice teachers, this paper provides practical strategies for promoting active involvement, reflection, decision-making, and collaboration among preservice and inservice teachers. The paper first presents syllabi for the methods…

Presents a model for methods classes that shows what can be accomplished on a small scale by one professor. Suggests that teacher educators can impact the future one class at a time--they can use their expertise and status in the local educational community to improve the experiences of novice teachers. (SG)

Results are reported from a study which examines preservice teachers' changes in thinking about both content and pedagogy associated with experiences in reflective peer teaching units and tests the value of preconcept and postconcept mapping as a measure of change in pedagogical decision making. (IAH)

This description of a process used in a social studies methods course presents an experiential approach to helping students learn power sharing and decision-making skills. By leaving students alone with instructions to decide cooperatively on desired class changes, type of evaluation, and leadership, students gain experience in negotiation and…

A case study of student teachers in a rural high school indicated that curriculum decisions by student teachers are influenced by supervision practices of the cooperating teacher; both the student teachers' and the cooperating teachers' perception of the student teacher's role; cautions from methods instructors; and existing curriculum and texts.…

Describes methods of using technology in a preservice social studies methods course that show how technology can support teacher planning and how technology can increase teacher effectiveness. Knowledge of instructional materials is discussed, and how to demonstrate the integration of technology into the curriculum through simulations for decision…

This role-play activity is designed for use by teacher educators in a general or content area methods class to help education majors become knowledgeable of role expectations in the student teaching experience and build good interpersonal role relationships. Students conduct library research and interviews concerning role expectations, use the…

This book is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making and not just the formal evaluation of student learning. The book is organized in a way that follows the natural progression of teachers' decision making, from…

"Classroom Assessment" is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making, and not just the formal evaluation of student learning. For this reason, the book has been organized in a manner that follows the natural progression…

This book has been designed to fit a variety of curriculum arrangements: to use as the core text for teachers, to teach the assessment unit in courses in educational psychology, or to teach the assessment component of integrated methods courses. The following chapters are included: (1) "The Classroom as an Assessment Environment"; (2) "Learning…