The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle, and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing…

Few studies have examined the value orientations of physical education preservice teachers (PTs). The purposes of this study were to: (1) describe the extent to which one cohort of PTs' value orientations changed and developed during a secondary methods course and early field experience (EFE); and (2) determine why PTs' value orientations changed…

The purpose of this present ethnographic case study is to explore the initial and developing beliefs, understandings, and experiences of prospective language teachers as they engage in the process of learning about cooperative learning (CL) and in putting it into practice in a TESOL graduate program in the U.S. Data collection includes multiple…

Maintains that preservice education courses (or "methods" courses) need to provide teacher candidates with opportunities to use their own stories and experiences in a naturalistic or "researching" approach to teaching young children. This approach will help preservice teachers learn how children use their past experiences…

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…