Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

This paper describes the evolution of a model for expanded teacher education initiated by the Minnesota School Science and Mathematics Teaching Project (MINNEMAST) and later developed as an experimental college-school project (called Project Interface) within the Division of Elementary Education at the University of Minnesota. The report details a…

The secondary teacher education program at Ramapo College, scheduled to begin in the fall of 1971, consists of a required 24-credit sequence of ten blocks. Each block is classified as an "inquiry block" or an "action block." Students are required to enroll in an action block for each corresponding inquiry block. Inquiry blocks cover sociology of…

Since the central concerns of existentialism are the same as the central concerns of education in a democratic society, namely the fullest and freest development of the individual, existential thought was examined for the help it could give educators in more fully realizing this aim. Specifically, the central existential concept of authenticity…

TO DECREASE CULTURE SHOCK TO THE TEACHER IN A DISADVANTAGED CLASSROOM, A PROGRAM OF ON-SITE TRAINING CONDUCTED UNDER PROJECT "TEACH" WAS ADMINISTERED TO 30 SELECTED ELEMENTARY-EDUCATION MAJORS. THE AIM OF PHASE I WAS TO CREATE AND IMPLEMENT CURRICULA INCORPORATING MEANINGFUL COURSES DESIGNED FOR TEACHERS OF THE CULTURALLY DEPRIVED. STUDENTS WERE…

PROJECT "TEACH" WAS ESTABLISHED TO IMPROVE THE EDUCATION OF TEACHERS OF THE DISADVANTAGED. IN THE AREA OF SECONDARY EDUCATION, SEVERAL GOALS WERE SET AND MET. (1) PROFESSORS OF SECONDARY EDUCATION WERE ASSISTED IN CHANGING CURRICULUM AND INCREASING THEIR UNDERSTANDING OF THE CULTURE OF POVERTY BY INSTITUTING ON-SITE COURSES IN METHODS…

Describes one college's program requiring preservice elementary educators to take their methods courses in an integrated block during one semester before student teaching, noting pitfalls of and advantages to this network of classes and reporting data collected from cooperating classroom teachers who subsequently had these student teachers in…

IN CONSIDERING EDUCATIONAL FOUNDATIONS (PSYCHOLOGICAL, SOCIOLOGICAL, PHILOSPHICAL, HISTORICAL) FOR PREPARING TEACHERS OF THE DISADVANTAGED, PROJECT "TEACH" MADE RECOMMENDATIONS FOR AN IDEAL TREATMENT. (1) PSYCHOLOGY SHOULD BE TAUGHT ON A TEAM BASIS BY FACULTY FROM BOTH THE PSYCHOLOGY DEPARTMENT AND THE SCHOOL OF EDUCATION. (2) THE…

Research on teacher education lacks a tradition of studying the content and instruction within exemplary professional courses. This article explains how a subject-specific methods course addressed prospective teachers' apprenticeships of observation using modeling and overcorrection. The course helped students acquire a technical language and…

A major transformation in teacher education must occur if social studies education is to become soundly-based civic education that meets the needs of special interests, such as global education, without becoming dominated by those needs, and if teachers are to transcend the textbook so that goal statements are actually reflected in classroom…

A DETAILED SUMMARY OF PROJECT "TEACH" (TO IMPROVE PREPARATION OF TEACHERS FOR INNER-CITY SCHOOLS) PRESENTS THE FOLLOWING FINDINGS--(1) SPECIAL TRAINING AND FIELD EXPERIENCE SHOULD BEGIN IN THE FRESHMAN YEAR AND CONTINUE ON THROUGH GRADUATE WORK. (2) THE ENTIRE PROGRAM SHOULD RELATE TO THE "LABORATORY" OF THE URBAN COMMUNITY.…

The Plains Elementary School/Ohio University Partnership Project began in 1991 as a collaborative effort between a university and a public school to restructure the professional development of preservice teachers, elementary school staff, and College of Education faculty. Each year a cohort group of approximately 25 Ohio University junior-level…

Described in this document is a schedule of teacher behaviors specified as being most appropriate for preservice elementary social studies teachers. Pre-teaching tasks are allocated to the social studies methods class; teaching-learning and post-teaching tasks to the student teaching experience. The tasks, stated in behavioral terms, are…

Two teacher educators utilized professional standards to inform their teaching. They used reflective dialog, action research, and critical inquiry in a standards-based language arts curriculum to support revisions and improvements in classroom practices and curriculum development. This led to new ideas about collaborative structures and stimulated…

Discusses a model program at the University of Northern Colorado for preparing secondary geography teachers. Asserts that the program's key feature is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the geography teaching methods course. (CFR)