Discusses national trends and local variations in teacher education and describes a survey to ascertain students' views on the teacher training process and the debate between classroom technicians and educational analysts. (CK)

This article describes Memorial University's overseas campus program in Harlow, Essex, where special education teacher trainees spend 13 weeks gaining insight into British methods of special education through lecture-seminar courses, practicums in local schools, and field trips. Three field trips to special schools are discussed in detail. (SJL)

This study compared a teacher-directed interactive video classroom management training program, interactive video instruction, and teacher directed instruction for effectiveness in developing preservice physical educators' knowledge of classroom management. Results found that the interactive video method was more effective in developing preservice…

Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods…

Discusses changing views of teaching and learning and the focus on various integration efforts taking place nationally. Highlights integration for relevancy and staff development and teacher inservice. Presents a rationale for an integrated science and mathematics methods course as a vehicle for enhancing future teachers' understanding of both…

The case study reported here describes two student teachers' thinking related to emergent issues during their first field placement for a course exploring elementary reading instruction. The students submitted journals, lesson plans, portfolios, field notes, and discussion group reflections. Data analysis indicated the students had very different…

The role of methods courses to help prospective elementary teachers learn to teach mathematics was investigated. The influence of past experience on preservice teachers, their lack of subject knowledge, and the lack of time set aside for a methods course are discussed. (KR)

Examines the dimensions of preservice teachers' resistance to content reading instruction. Finds that preservice teachers hold surface misconceptions about content reading common among teachers. Finds resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines. Suggests…

This article discusses the conceptual framework, methods courses, student teaching component, and evaluation results of the science teacher education program at University of Iowa. (IAH)

Reports on a study undertaken to validate the practicality of using the Constructivist Learning Environment Survey (Perceived Form) (CLES) in a preservice elementary science methods course. Suggestions are made to potentially revise the CLES for more accurate measures in college classrooms. (LZ)

Presents a narrative account of an activity designed to extend the understanding of both science curriculum and alternative assessment for prospective science teachers enrolled in an advanced undergraduate course. The activity models instructional practice in a methods class. (LZ)

Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM)

Reports on a study of 17 undergraduate music education majors to determine whether sequential instructional techniques acquired in a methods course were transferred to a private instructional setting. Finds that students who were told explicitly to use the sequential approach were more successful in applying the acquired skills. (CFR)

A study with 77 preservice teachers found that, in a reading methods course, students trained to use informal reading inventory concepts and procedures with a systematic cooperative learning approach performed better than those taught with direct instruction. In addition, the former group perceived lectures, group work, and feedback as effective.…

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)