The need for understanding how teachers learn to teach mathematics is proposed as a prerequisite for designing effective teacher education programs. Focus would be on: (1) teachers' beliefs about teaching; (2) what is being taught; (3) explanations about how their students learn; and (4) how those beliefs relate to instructional decisions. (PP)

Ascertained were the effects of an individualized instruction method, audiotutorial (AT), on the cognitive achievement in biology of prospective general primary grade teachers. Used as a control was a conventional lecture-laboratory format of instruction. Results indicate that the prospective teachers appeared to gain more from AT instruction than…

Describes a one-hour simulation used in methods courses at the University of Texas at Austin, to provide secondary teacher candidates with insights into the administrative functioning of a school and their future roles as department and school staff members. (SJL)

Describes how to utilize instructional resources to personalize a social studies methods course for elementary school teachers-in-training. The approach involves teacher-pupil verbal interaction, inquiry, and valuing. (Author/DB)

Deals with a survey undertaken among 16 higher education institutions in Arkansas. Findings indicated that over 50 percent of Arkansas social studies teachers received their initial certification in another field, 25 percent took no social studies methods courses, and more than 50 percent of social studies instructors expressed dissatisfaction…

This pre-post field study compared effects of a coping model (CM) and a lecture/discussion style on use of redirection, general praise, and paraphrasing by 48 undergraduates in an elementary health methods course. Lecture subjects had no significant changes. CM subjects change significantly in use of praise and paraphrasing. (Author/SJL)

Responses to criticism of the amount of theory involved in the physical education teacher's training suggest the significance and applicability of theory. The prospective teacher must understand that theoretical knowledge facilitates the ability to interpret and predict behavioral phenomena. (JMF)

In teaching mathematics to preservice elementary teachers, the author presents classroom incidents for which each student must write what he or she would do in the situation. The write-ups are then discussed in small groups. This technique seems to help students apply the mathematics they are learning to the classroom. (SD)

This bibliographic essay cites general readings in curriculum evaluation for elementary and secondary teachers. The first part of the essay discusses general perspectives on evaluation. Readings on selecting an evaluation strategy or plan are cited in the second part. The essay concludes with citations dealing with how to consider the data.…

Describes the study of a site-based, 6-credit hour, integrated course in reading and language arts methods designed to tie theory and practice for university students in a Professional Development School (PDS). Demonstrates that the collaboratively taught course had a positive impact upon involved teachers, university students, children in the…

Describes the development of a seamless curriculum of four methods courses--literacy, math, social studies, and science--within a transdisciplinary framework, defining transdisciplinary teaching and learning as a context and conveyor for knowledge influenced by the synergy between learners and teachers, which embraces collaboration,…

Explores the extent to which a reflective approach to English-as-a-Foreign/Language teacher training is suitable for teaching undergraduate students a course in methodology at the University of Alcala in Spain. (Author/VWL)

This study is an ex post facto story of critical decisions in which an instructor improved instructional practice and his students (n=104) gained confidence in their ability to make use of a powerful teaching strategy. This action research study concerned improving the quality of a secondary science teaching methods course. (Author/MVL)

Examines current research in the field of educational telecommunications through the lens of the social studies methods course. States that the findings reveal the benefits and drawbacks of using computer mediated communication in methods courses between two universities. Provides recommendations for effective future implementation and includes…

Focuses on using technology in the form of streaming Internet video segments to provide additional instruction in a foreign language/English-as-a-Second-Language (FL/ESL) methods course. Instructors used a digital camcorder to videotape the teaching of listening, speaking, reading, writing, culture, and essential course principles and converted…