In this packet of materials, the outline for State University College at Brockport's certification program for secondary school mathematics teachers is given. First, an overview of the program is presented, then specific skills, knowledges, and attitudes are identified and assessment procedures, conditions, and standards are listed. Information…

Describes and evaluates an environmental studies student teacher program, Project LEAP, (Learning Environment, Achievement, and Performance), which is designed to emphasize action learning through selected field experiences of an interdisciplinary nature. (Author/DB)

A methods course was designed with the specific objectives of broadening the future mathematics teachers' perspective of the role of a teacher, and teaching by example what "methods" means. A detailed description of the course is provided. (SD)

Comparison of pre-service social studies teachers in field and non-field based methods courses indicated no significant differences with regard to teaching skills, attitudes, or behaviors teachers should exhibit in the classroom. (Author/DB)

There is no set curriculum for language teacher training, not even a list of desirable personal characteristics to be developed. A course in methodology should, therefore, be treated as an apprenticeship. (MLA)

Outlines the formal and informal preservice programs for outdoor education offered at eight South Australian colleges. (SL)

Thirty-nine elementary education majors used manipulative aids to work laboratory exercises while thirty-nine control subjects completed the same exercises without the use of manipulative materials. No significant differences were found between groups in demonstrating numerical and structural properties of the four basic arithmetic operations…

A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Results showed that neither strategy was superior to the other as judged by students' examination achievement, attitudes towards mathematics, student teaching…

The philosophical viewpoints of 56 preservice elementary school teachers were measured prior to and following a fourteen-week methods course. Following treatment, subjects viewed science as more tentative and uncertain than did those in a control group. (CP)

Reports results of survey of teacher training institutions in the United States and Canada to determine training that prospective English teachers receive in the educational uses of computers. Highlights include the use of computers in English methods courses, attitudes of faculty toward computers, and use of computers in schools where student…

Determined whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as variables which might explain some of the variance in the dependent measures. (Author/JN)

Argues that recent research on women challenges long-held generalizations that are taught to future teachers. Examines the implications of feminist research and theory for teacher education, focusing on: foundations of education, educational psychology, and curriculum and methods courses. Proposes various changes to correct for current imbalances.…

This article discusses a review of teacher education courses by the British Department of Education and Science to determine which courses confer qualified teacher status. A classification of professional studies for Bachelor of Education courses was proposed, dividing professional knowledge into propositional and practical knowledge and…

Micro-peer teaching is an important step in preservice teacher education at Virginia Polytechnic Institute and State University. A three-lesson sequence used in a secondary methods course for physical education teachers is outlined. (PP)

Described is a social studies methods course in teacher education at the University of Georgia. Based upon a system of performance based teacher education modules, the course involves 12 hours of work per week per student in an elementary school and participation in an on-campus instructional module in concept development. (Author/DB)