Examples of the thinking of experienced teachers are presented to illustrate some characteristics of teacher thinking. Research regarding conceptions of thinking and the relationship to practice is discussed. Implications for teacher education are considered. (Author/MT)

This study employed multidimensional scaling analysis in order to spatially represent those situations student teachers find stressful, to label the dimensions statistically, and to examine the relationship of the dimensions to reported personal strain. Findings are presented. (Author/MT)

Examines difficulties inherent in teaching prospective teachers to reflect on their practice, identifying important facets of the concept and presenting a typology designed to guide teacher educators in teaching reflection to preservice teachers. An example from the University of Washington's Teacher Education Program, in which reflective practice…

Using both observations and self-reports of successive lesson planning of 18 student teachers, this study analyzed the data to develop an action-oriented model which integrates teaching and learning to teach. Results are presented. (Author/MT)

Reviews an essay on the realistic approach to teacher education, which challenges the technical-rationality model of teacher education and consequent dichotomy of theory and practice and develops the ALACT model (Action, Looking back on the Action, Creating alternative methods of action, and Trial of alternative action). Suggests that the essay…

A qualitative case study explored the role methods courses played in the education of preservice teachers at a large southeastern university. This paper describes the study, and identifies three roles: the relevant role, the liberalizing role, and the critical role. Implications of the findings are explored. (MT)

Describes one teacher educator's self-study, describing two strategies she uses in her classes for preservice elementary teachers, presenting her rationale for these activities, and considering possibilities for improvement. She describes a parallel practices approach that involves using strategies in her teaching that she intends her students to…

The contrast between reflective practice and technicism may be caricatured as a contrast between sensitive, authentic aestheticism and crude scientism. The paper argues that this is misleading, and reflective practice easily serves as a vehicle for self-disclosure which actually coheres with the technicist bias of many teacher education courses.…

Conducted case studies involving life history conversations and observations with six teacher educators in a British graduate school of education. Results revealed that the teacher educators' knowledge was characterized by a number of dimensions, including intentionality, practicality, subject specificity, and ethicality. This knowledge was deeply…

Examined the implementation effects of a course on cooperative learning for Dutch student teachers. Data from surveys, pre- and post-course observations, and comparison of treatment of control groups indicated the course was effective in teaching participants to implement cooperative learning. The course positively affected the engagement rates of…

A Teacher Education Program in Curriculum Studies, introduced recently in teacher education institutions in Israel, is described. The reasons for the program, including findings of a survey of curriculum studies in Israeli schools of education are given. A preliminary report on teacher reactions to the program is presented. (Author/MT)

Describes how prospective teachers in an education course responded to three cases that challenged their entering beliefs about teaching. Interviews and essays indicated that students' entering beliefs about teaching remained central to their interpretations of the cases, though each learned new ideas about teaching that were compatible with her…

Describes efforts to teach beginning teachers to lead discussions by involving them in, and helping them learn about, discussions. Efforts to teach with discussion were inconsequential when it came to teaching for discussion, where the subject matter was discussion itself (its worth, purposes, types, and procedures) and where case discussion was…

Weak research utilization strategies limit the faculty development of preservice teacher educators. They have weaker knowledge acquisition strategies and have less contact with researchers than do school district-based inservice teacher educators. A research utilization framework is used to propose recommendations to help preservice teacher…

Research has raised fundamental questions about the traditional supervisor-student-class teacher triad of student teaching and the influence of the social context in which it operates. Some alternative approaches to supervision are reviewed and problems of reconceptualizing the supervisor's role are examined. (Author/MT)