Discusses post-baccalaureate preparation of biology teachers in the context of changing secondary courses. Outlines competencies and knowledge needed. Discusses patterns of student teaching. (EB)

Description of an experience-oriented methods course in the biological sciences for prospective teachers at Syracuse University. Activities include observing and evaluating teaching experiences, designing biology laboratory experiments, developing test items and learning specific biological techniques. Bibliography. (LC)

Described are features of a methods course in elementary school mathematics at Colorado State College. An essential purpose of the course is to orient the prospective teacher to the utilization of discovery processes in classroom learning situations. (RP)

Provides examples of collaboratively developed ideas prepared by undergraduate and post-baccalaureate English minors that reflect interest in English as well as their own subject major. (HOD)

The author examines student teaching methods books in reference to how student teachers develop questioning skills. He suggests that the current methods have remained unchanged for years. He also suggests that this pattern should change and gives reasons for his opinion. (CT)

Describes the techniques used in an English methods class to make informal researchers of the in-service teachers attending the class. (DD)

A teacher training technique is discussed involving a demonstration class given by a local teacher and observed by prospective teachers. After the class a discussion is held analyzing lesson content and teaching techniques. (CHK)

Offers some insights on how to maximize the research methods course, such that students will take from the course a meaningful learning experience as opposed to a short-term exercise on memorizing terms and, ideally, administrators who review the course will recognize communication as an academic discipline rich in theory and methodology. (SG)

Examines students' perceptions of media, specifically video and a hypermedia learning environment, the Reading Classroom Explorer (RCE), when placed in an existing preservice literacy methods course. Reports that RCE allowed them to easily revisit video and analyze activities, but they were more comfortable with and liked the context provided by…

Findings are reported from a study which described preactive thought processes of preservice elementary classroom teachers (N=30), as they planned a health lesson, and their conceptions of teaching success or failure during the lesson. Most of the teachers defined success in terms of student involvement and enjoyment rather than achievement. (IAH)

This paper demonstrates how an analysis of the "Standards for Educational and Psychological Testing" (1985) can define the body of knowledge needed by teachers for the effective use of tests in classroom instruction. Procedures are described for identifying standards relevant to teachers' roles and their behavior. (SLD)

Studies 53 undergraduate preservice English teachers to determine their critical orientation to the teaching of literary analysis in the classroom prior to their taking methods courses. Finds that these future teachers were already convinced of the necessity of multiple interpretations. (TB)

At Ruskin College full-time students take teaching methods courses and teach part-time adult students. Focus on critical adult education fosters skills connecting education and democracy to create a more just and participatory society. (SK)