A college teacher describes how she teaches about environmental racism using simulations and investigative trips to communities of color. Discusses coping with paralyzing feelings such as despair that accompany learning about environmental racism; making linkages to related issues such as race, gender, and class; and giving students opportunities…

The purpose of this study was to describe salient aspects of pedagogical content knowledge that preservice physical education teachers acquired and found problematic while learning a specific skill theme approach (Graham, Holt/Hale, & Parker, 1993) to teaching elementary physical education during their field-based methods course. The participants…

The literature indicates that caring is beneficial to children both academically and socially. As teacher educators, then, one of their goals should be to create curricula and preparation programs that engender in preservice teachers an understanding of the pedagogical power of caring and a commitment to implementing care-centered teaching…

In architecture courses, the bridging of design learning and construction is a constant challenge for educators. When designing the construction details of a building, students lack the field/site experience of the construction process and an understanding of the problems and solutions associated with erecting a building. The degree of…

The Teacher as Software Developer is the name of a program integrating technology instruction, curriculum, and field experiences in teacher preparation. In an introductory education course for all undergraduate education students, a required technology lab links to a one-day-a-week prepracticum. Preservice students produce a Web site or…

A study explored the perceptions of 155 early field experience (EFE) elementary education majors who were in one of six sections of a reading methods course at a midwestern university. Responses to an open-ended final examination question at the end of three consecutive semesters asked students to describe and evaluate the classroom reading…

This study sought to determine if a professional course of study during teacher preparation in physical education had more influence on teaching effectiveness than a discipline-oriented course of study. The subjects were 41 undergraduates involved in two different physical education programs. The discipline-oriented course contained such subjects…

Philosophy, technique, and issues of tutoring are presented to aid student teachers in sharpening tutoring, teaching, and communication skills. The establishment of a positive student self-concept and the prospective tutor's development of effective questioning techniques are two of the topics treated. A guide for volunteer tutors is appended. (LH)

There is no evidence that graduates of a PBTE program are better or different than teachers trained in other sorts of programs.

Because of a shrinking demand for physical education teachers, students majoring in this subject at the University of Delaware are required to participate in activities to relate physical activities with other elements of the child's curriculum. (JD)

This paper describes the University of Northern Colorado's Secondary Professional Teacher Education Program (PTEP), which involves a partnership with seven local area high schools and places approximately 200 secondary teacher candidates each semester in these schools. The program brings together university faculty members from the Colleges of…

This paper reports findings in a study of an e-mail discussion activity in an undergraduate methods course. Students were asked to contribute an e-mail message to the class discussion at least once every two weeks; they could write on any topic suggested by their field experiences or related class discussions and readings. Critical interpretative…

The potential of using a school-based approach to teacher education was investigated in an action study undertaken jointly by three European institutions of higher education. The Joint Studies Programme of the Commission of the European Community for institutions of higher education initiated and developed the school-based projects. (Author/PP)

Stressing the importance of systematic planning for field experiences in teacher education, the authors outline the appropriate functions and instructional modes of the school-based component of teacher training. They present a matrix design for integrating the functions and modes of university-based and school-based instruction. (SJL)

Although there appears to be considerable agreement concerning the criteria to be evaluated in field experience programs for preservice teachers, the relative importance attached to each item varies markedly from one program to another. (JD)