Highlights the role of reflexivity in educational research and argues that it needs to be recognized in terms of learning in general, in relation to research design, and in respect to producing educational knowledge. Presents a way of researching social justice and education that accounts for the reflexive nature of educational research. (DSK)

Discusses how to develop teacher subject knowledge for effective delivery of the program of study at the primary level. Indicates that providing teachers with the necessary skills and confidence is complex. Contains 27 references. (DDR)

Describes the results of a workshop with two groups of art therapists who met to gain a better understanding of the knowledge base of art therapy and professional identity, and the importance of including prescribed content area in curricula. Attempts to offer valuable perspectives by including both art therapy educators and practitioners.…

Discusses problems related to the separation of subject matter and method in the education of social studies teachers, examining the rethinking of subject matter and methods education and explaining that in order to have effective social studies instruction, there is no alternative to the thorough education of teachers in the subject matters of…

Presents an argument for the collaboration of science educators and special educators based on a new collaborative model that recognizes the critical importance of the science context in determining appropriate pedagogy for students with disabilities. Contains 11 references. (JRH)

Reports on the use of a HyperCard-based tool by preservice teachers to create and modify concept maps about science- related subject matter. Data gathered from interviews, journals, and concept maps indicate that the concept-mapping tool was easy to use and allowed teachers to organize their cognitive frameworks into more powerful integrated…

The teacher as a "sage on the stage" is being eclipsed by the learning facilitator, or "guide on the side." While there is room for constructivist methodologies, the rage against expertise and repetitive or rote learning practices is misguided. Students deserve a chance to learn from real experts. (MLH)

Provides an overview of this issue that focuses on teacher thinking, beliefs, and knowledge in higher education. Topics include teaching goals; self-perception of teachers as teachers; thinking and beliefs that are detrimental to good teaching; and changing teachers' conceptions of teaching in order to improve instruction and promote student…

Describes the Partnership for Reform in Mathematics Education (PRIME) project whose basic idea is to allow preservice elementary teachers to construct knowledge concerning new mathematics concepts and pedagogy. (ASK)

Examines experienced secondary school mathematics teachers' (n=17) conceptions of proof from their perspectives as teachers of school mathematics. Suggests that implementing "proof for all" may be difficult for teachers--teachers viewed proof as appropriate for the mathematics education of a minority of students. (Author/MM)

Describes a long-term in-service training program for physics teachers grades 7-12 designed to enhance teachers' subject matter and pedagogical content knowledge. Teachers' opinions of the program were examined using a survey. Results suggest that the courses and activities that were most valuable for day-to-day teaching were those in which…

K-12 teachers completed an inservice designed with a constructivist perspective to foster their professional development regarding student motivation. Participants reflected on their professional expertise and practical knowledge in groups conducted by university researchers. At the end of the intervention, participants showed increased ability to…

Analyzes projects developed by preservice teachers enrolled in an elementary science course. Finds that students made a number of different types of mathematical errors and underutilized data representation and summary forms. (Author/MM)

Explores the reasons why we learn science. Asserts that 'wonder' incorporates three important dimensions: wondering about, wondering at, and wondering whether. Suggests that the system fails to trust students to learn and expects teachers to 'know it all' before beginning to teach. (Author/MM)

Examines aspects of the knowledge base that experienced English-as-a-Second-Language (ESL) teachers draw on in their teaching, primarily in giving explanations of grammar and other language points. Focuses on three categories of teacher knowledge: content knowledge, pedagogical content knowledge; and knowledge of learners. (Author/VWL)