A typical 5-day miniteaching experience at a laboratory school is described, in which university students observe and participate in teaching high school students. A form for teacher evaluation of the student is provided. (TA)

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…

Preservice teachers, with no student teaching experience, in a literacy methods course wrote profiles of themselves, pretending that they were first-year teachers, and profiles of actual experienced teachers. Findings from analysis of the profiles focus on preservice teachers' expectations about classroom environment, language arts teaching,…

Reviews studies featured in this issue of "Journal of Mathematics Teacher Education" and examines the way that the study of practice can contribute to mathematics teacher education. Studying teaching in simulated or real situations offers considerable potential for both stimulating thinking about the application of theory to practice and creating…

Examines the preparation of preservice science teachers by focusing on professional development schools, science teaching practicums, and professional development courses. Proposes an instructional sequence for university students enrolled in science teaching. (DDR)

Shrinking budgets, demands for supervisory contact, and the rural isolation of Indiana University of Pennsylvania create special problems for pre student-teaching and student teaching. Describes a proposed project that will use interactive video technology to supervise student-teaching practica in distant locations. Outlines project phases,…

Discusses the rationale for using teaching cases in special education teacher programs to provide narrative accounts of authentic teaching situations. Describes how teaching cases are being used by a collaborative research team at the University of South Florida, along with the cases developed by the group. (Author/CR)

Content analysis of 34 student teachers' reflections on practice found that most were descriptive, making it difficult to discern their learning processes. Field-based teacher education should promote more structured ways of thinking and reflecting. (SK)

Describes three key developmental reading strategies that content-area teachers can implement in their classrooms: Collect real books and other content-rich materials, read aloud to students, and provide time for independent reading. (PKP)

Identified curricular and instructional practices within schools whose students exceeded the state passing average for Language Arts on the Alabama High School Graduation Examination, even though student population were predominantly high risk. Teacher and administrator data indicated that teachers' years of experience, certification levels, and…

Through teaching Appalachian Culture, a sociologist discovered that oral history in particular, and qualitative methods in general, balance quantitative data in presenting a complete picture. Direct experiences outside the classroom, such as field trips and community-based research encourage active, experiential learning. Because working in teams…

Presents an interview with Leon F. Litwack, a professor of U.S. history at the University of California, Berkeley. Covers topics such as what led him to teaching history, his lectures at Berkeley, themes covered in his U.S. history surveys, and his perception of good teaching. (CMK)

Investigates teachers' concerns about the Target-Oriented Curriculum (TOC) in Hong Kong (China). Finds that most teachers showed concern about the management of TOC (found in the third stage) and most were concerned with efficiency, time demands, organization, scheduling, and the best use of resources. Includes references. (CMK)

Examined uncertainty/certainty in teaching by surveying 1,153 Norwegian elementary and junior high school teachers. Teachers generally reported more uncertainty about didactical questions than practical or relational ones. Differences in responses occurred by age, experience, qualifications, and school type. There were curvilinear relationships…

Makes visible how a linguistically diverse group of teachers who were themselves fearful of writing and teaching writing became engaged in writing their own stories. Considers differences and similarities in diverse cultures among the teachers. Notes that as teachers explore the "inscape" of their own cultural and personal stories, memory bridges…