While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study…

The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in "actual" teaching rather than "talking" about teaching. We…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

This article introduces the Instructional Field Observation Rounds Model (INFORM), drawn from the medical profession where resident interns make rounds with experienced physicians, as an alternative approach for conducting classroom observations in pre-service teacher education methods courses. INFORM centers on structured group observations in…

Considers individual and professional assumptions about teaching and discusses the relationship between methods courses and actual student teacher (ST) performance. Transcripts of ST performance from videorecordings are used to analyze behavior of STs and pupils in class and can be used as references in a methods class. (Author/LMO)

Describes the use of problem-posing, an approach to teaching developed by Paulo Freire in the context of adult literacy programs, in an teaching English-as-a-Second-Language (ESL) methods course and in ESL student teaching. The five steps of the problem-posing process are outlined and described. (14 references) (CK)

Discusses interdisciplinary instruction at the high school level, examines the imperatives of statewide reform in Kentucky, and outlines how and when interdisciplinary instruction improves learning. Describes an interdisciplinary learning project taught in secondary methods classes at Eastern Kentucky University in which students experience…