The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this…

This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre-service teacher interviews.…

This article describes how spatial instruction with preservice teachers can be implemented in a middle-grades mathematics methods class. A "Reflect and Discuss" section is included for professional development study. (Contains 4 figures.)

This study has resulted in an elementary science methods course that facilitates the identification and description of the changes in students' conceptions and understanding of inquiry teaching, and the cultural influences, reflections, and situational factors influencing these changes. Written responses to open-ended questions, reflective…

The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to…

Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive, closely supervised manner. This lack of practice results in failure to develop strong feelings of self-efficacy during university courses. Because literacy…

This syllabus for an 11-unit course of instruction is designed to prepare effective junior college teachers, counselors, and administrators, though its content can be generalized to all institutions concerned with systematic approaches to instruction. The specification of instructional objectives in terms of observable (and thus evaluable) student…

Compared were teachers classified into one of four categories depending on the type of training they received in the usage of "Science-A Process Approach.""Lead" teachers received special workshop training and then taught inservice courses to other teachers who were subsequently categorized as "Inservice" teachers.…

This project had two purposes: 1) to develop a model having sequential, reasonable, and valid task specifications in terms of behavioral objectives through which education majors could be prepared for their initial classroom teaching experiences in secondary schools; and 2) to provide a common framework to coordinate the methods program of several…

The author questions the relevance of pedagogy as practiced in teacher education and argues that teacher preparation should be centered in the academic departments of colleges and universities. (MT)

An effort to use critical theory as a basis for a developing social studies methods course is used as an example of a practical application of critical theory as a foundation for pedagogical courses. Problems associated with implementing critical methods courses are discussed. (MT)

The reasons why reflective inquiry has not been incorporated into the classroom despite its promotion as an effective teaching method are discussed. A reflective inquiry model grounded in the principles of critical theory is advocated. (MT)

Oral history, as a pedagogical technique, is appropriate to teacher education. It provides insight into the dynamics of being a professional teacher. Benefits and examples from oral history projects are described. (MT)