Discusses Kierkegaard's idea of repetition as a dynamic conversation between groups that reveals possible changes in a discourse. Describes an instructor's experiences imparting a science education methods course in a Native American school in Saskatchewan, highlighting the conversation between the instructors' past and Native American culture.…

Discusses Tek.Xam, a national standard in technical literacy developed by the Virginia Foundation of Independent Colleges, as the framework for six technology modules that are integrated into a representative undergraduate foreign language methodology course. (Author/VWL)

Describes the process of using collaborative technologies to team teach elementary science methods courses across three different institutions: a private liberal arts college, a small state university, and a large research university. Describes the project and the Internet-based collaborative technologies used at each site. (Author/MM)

Describes the process and product of a revision of the author's literacy methods course, a revision that grew from a student's comment questioning the student's "right" to evaluate another student's work. Theorizes the role of authority in the course and explains how contours of power and freedom create spaces in which prospective…

Current thinking on reflective practice in teacher education is discussed, and a description is given of how dialogue journals are used to put this philosophy into action in a content-area reading methods course for secondary preservice teachers. (IAH)

Describes methods of introducing ceramics to preservice teachers, emphasizing creativity and enjoyment rather than skill building. Maintains that these methods are less intimidating for new students and that they will encounter the necessary skills while being creative. (KM)

Bowling Green State University's College of Education and Allied Professions incorporated a general secondary education teaching methods course, for all teacher candidates, consisting of seminar sessions which establish a strong theoretical and conceptual base for teaching skills and provide examples of teaching behaviors essential to effective…

A secondary science teacher education program at University of Iowa is outlined. The three required methods courses and the student teaching component are described, as well as supervision of preservice teachers by cooperating teachers and university faculty. (IAH)

According to Group Embedded Figures Test scores for 82 preservice agriculture teachers, 60% were field independent and achieved higher microteaching lab scores and overall methods course grade. Field-independent students were more adapted to teaching with the problem-solving approach. Teacher educators should consider different learning styles and…

Describes how reading aloud, journal writing, and bibliotherapy were used with college students in a content area reading course, providing opportunities for future teachers to experience the values of literacy and to promote social, intellectual, and emotional growth. (SR)

Seventeen educational measurement textbooks were reviewed to analyze current perceptions regarding true-false achievement testing. A synthesis of the rules for item writing is presented, and the purported advantages and disadvantages of the true-false format derived from those texts are reviewed. (TJH)

Described is a way in which elementary science methods students experience the Generative Learning Model (GLM) from the learner's perspective and then analyze an activity about pendulums through the eyes of the pedagogue. The four phases of the GLM--preliminary, focus, challenge, and application--are discussed. (KR)

Science content, related laboratory skills and techniques, and methods of instruction are addressed as important components in the preparation of secondary science teachers. The integration of field experiences throughout the preparation process and the effectiveness of each component in this process are discussed. (KR)

Describes an English-teacher educator's teaching/learning process that honors the voices of the students and builds on their needs and questions. Describes how she combines reflection on her teaching with "refraction": finding a new view on teaching using the oblique light from students' responses from their various dialogs. Includes responses…

Suggests that teacher preparation courses should model hands-on activities that promote positive attitudes toward science. Investigates the qualities of activities in a field-based science methods course that motivates preservice elementary teachers to implement them in their own classrooms. (Author/CCM)