Examined preservice teachers' situated understandings of teaching and learning and their developing voices using classroom stories and essays written before, during, and after their practicum experiences. The stories located students' voices in distinct ways and expressed growing awareness of classroom dynamics and the value of peer dialog in…

Discusses the kind of symbolic and strategic value that science-legitimized pedagogical knowledge has in the professionalization of teacher education, studying the history of the science of teaching and the professionalization of teacher education in Finland and suggesting that the teaching profession is better understood when viewed in relation…

Considers the professional life histories of two Brazilian mathematics teachers in the context of mandated curriculum change, identifying changes in thought and practice and noting experiences that influenced change. Reflection on their own thought and practice, and interest in their own development, were the most important internal aspects…

Investigated student teachers' experiences using a phenomenographically oriented pedagogic theory to develop a better understanding of preschool children's life questions. Found that, following the intervention study, the students emphasized the importance of finding the child's point of view and of tackling the child's questions together, more so…

Acquiring subject matter knowledge and developing teaching methodology in university coursework facilitates changes in conceptions of teaching. Professional conferences and mentor programs help beginning teachers continue acquiring this content and pedagogical knowledge. Through this developmental stage, physical educator majors' and beginning…

Offers a framework for identifying areas of agreement and disagreement across recent teacher education reform proposals. Reform documents were analyzed in relation to National Commission on Teaching and America's Future (NCTAF) recommendations. Researchers developed a rubric to assess whether and how proposals expressed agreement or disagreement…

Investigates preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. Indicates that most preservice teachers were aware of longer-is-larger misconceptions in students but had little awareness of shorter-is-larger misconceptions. Emphasizes content knowledge that integrates different aspects…

This article offers advice for navigating the student-teaching experience and identifies vital qualities for student teachers. These recommendations--offered by two collegiate music education supervisors--are based on a combined two decades of teaching experience in the public school music room, plus additional experience in the three major roles…

This paper reports an analysis of qualitatively different ways in which teachers experience change in their understanding of subject matter they have recently taught. In this exploratory study, interviews with 31 'typical' teachers from a range of first and second-year university subjects revealed that 20 reported no experience of change in their…

The physical education teacher education (PETE) curriculum is an area in need of continual assessment, revision, and refinement. Physical education teacher education programs share the ambitious goal of producing effective, novice physical educators. As the understanding of the instructional issues associated with preparing teachers continues to…

Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…

The purpose of this qualitative case study was to examine the nature of a first-year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three audiotaped interviews, six videotaped classroom…

What teachers know about their subject-matter and how to teach it has become increasingly important as states continue to expect more rigorous learning outcomes for K-12 students--even more so when we consider that they must teach this content to an increasingly diverse student population. This article reports the findings from a four-year case…

Despite being a relatively new sport in the United States, soccer is incredibly popular among elementary aged children in physical education classes. Unfortunately, because the sport is still emerging, some physical educators lack the experience, content knowledge, and confidence to provide quality, developmentally appropriate lessons. This…

The issue of science subject knowledge, and how to address the demands of this for both practising and trainee primary teachers, has constituted a core research enterprise in recent decades. The Professional Standards for Qualified Teacher Status entail considerable conceptual demands for many primary trainees. Generating meaningful causal…