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)

Studying and understanding classrooms narratively allows researchers to see the unities, continuities, and rhythms in the whole which cannot be discovered by analyzing parts. Narrative links educations to other aspects of the study of human experience and adds insight to the process of becoming a teacher. (MT)

Current theoretical discourse in teacher education has failed to provide an adequate rationale for teacher education. Structures which constrain and contain teacher education are identified with a view toward providing a context for an adequate rationale. Some key issues are discussed. (Author/MT)

This article presents a conceptual framework that relates facts about the student teaching experience to what ought to be learned. Two cases of student teaching illustrate how the relative influence of program, setting, and participant interaction shape opportunities for learning. Suggestions for teacher educators are offered. (Author/MT)

Experienced and new cooperating teachers recorded meetings with their student teachers for two weeks. Protocols were analyzed for the nature of advice statements (teacher versus consultant advice). Although experienced cooperating teachers tended to provide more advice, percentages in the various categories were similar for both new and…

Interviewed beginning teachers to examine their experiences and the extent to which their preservice programs adequately prepared them for teaching. Results revealed six conceptual and temporal states through which they passed during their initial experiences: archetype; approaching the gates; clearing the gates; the gloss wears off;…

Preservice and inservice teachers (N=1,193) were surveyed in a study that investigated purported developmental changes in teachers from early preservice training through the fifth year of teaching experience. Results indicated changes in teachers' concerns and attitudes do occur and some of these changes are related to gender and teaching field.…

Investigated the relationship between Lebanese teachers' characteristics, personal and general teacher efficacy, and perception of teaching concerns. Surveys indicated that experience and personal efficacy related negatively to perceptions of teaching concerns. Gender, grade level taught, and general efficacy did not relate to perceptions of any…

This study investigated whether differences existed between novice and experienced high school teachers in their recall and analysis of problem events during interactive teaching. Results are described. Implications for teacher educators are discussed. (Author/MT)

To determine the effects of teaching experience on changes in accuracy of teachers' recall of their own and their students' specific classroom behaviors during teaching, researchers observed and interviewed elementary teachers with a range of experiences. Results suggested that teachers progressed in thoroughness of recall along different paths…

Presents a positive review of the book, "Making Sense of Teaching," which examines the perspectives of practitioners and answers the question of how teachers construe and evaluate their own teaching, how they make judgments, and why they choose to act in particular ways in specific circumstances to achieve their successes. (SM)

Examines the ontological meaning of experience in teacher education, highlighting a fifth-grade art lesson taught by a student teacher. Based on Dewey's view of experience, the article argues that practical wisdom is a dynamic process, and teacher education's task is to enable prospective teachers to be open to experience and aware of the…

Time pressures, meeting children's needs, dealing with nonteaching tasks, maintaining early childhood philosophy and practice, meeting personal needs, parent issues, interpersonal relationships, and attitudes and perceptions about early childhood programs were the major sources of stress that were identified in a study of eight Australian…

Findings indicate that teacher goal orientation is a relatively stable construct. Subjects (N=74) identified a variety of factors as contributing to change in goal orientation, with student behavior emerging as a primary impetus for change. Shifts in goal orientation were most often exhibited by the more highly experienced teachers. (Author/IAH)

Interviews with 36 preservice teachers at various levels revealed differences in how they recalled, interpreted, and made judgments about classroom events. Results highlight many differences and similarities in how teachers at different stages of preservice programs view the class environment. (Author/SM)