Examined preservice teachers' journeys toward becoming reflective professionals within the context of a reading/language-arts methods course and elementary field experience. Observations, journals, surveys, and interviews indicated that participants' behaviors were grouped into three categories: questioning as a way of learning, constructing a…

Investigated whether modeling the instructional strategy of mathematics discourse by a university professor during a mathematics methods course would influence preservice teachers' knowledge and understanding of mathematical discourse as an instructional strategy. Data from preservice teachers' journals suggested the potential for positive…

Reports on an action research study of one male science education professor's experience teaching elementary science methods to females. Presents the perspectives of co-researchers and examines what each learned about the professor's practice. Contains 97 references. (DDR)

This study examined the impact of an early field experience, combined with a methods course, on preservice physical education teachers' conceptions of the teaching-learning process. Results indicated that these preservice teachers were concerned with pupil learning or elements of teaching related to pupil learning, and focused primarily on…

Relates the experience of a music education student who entered an elementary general music methods class intending to teach only high school students. Focuses on the transformation of her attitude toward teaching elementary students and addresses her job after student teaching. Illustrates the importance of helping preservice teachers find their…

Examines the uses of CMC in English-as-a-Second-Language teacher education through examples of Web-based bulletin board discussion. Qualitative and quantitative analysis revealed differences in the structure of participation from the perspective of initiation, response, and evaluation moves as well as different levels of participation by the…

Describes how a Canadian college professor uses WebCT to provide a highly interactive Internet seminar for international graduate students. The virtual seminar acts as a resource and supplement to a regular graduate course on second language methodology for teachers. Examines the WebCT bulletin board and the enhanced interactivity it allows,…

Analyzes students' evaluations of teaching instruction in a social studies methods course when the course was taught in an active instructional approach as opposed to a passive approach. Finds that the students rated the instructor of the active course higher on the instructor's ability to promote understanding of course topics and overall…

The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self-efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self-efficacy. The Science…

This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an…

This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small…

When teacher educators approach their work in preservice methods classrooms, they may confront more than teaching and learning voices in those classrooms. The likelihood of this is increased in those contexts where the teacher educators maintain a commitment to education that addresses cultural issues. In this article, the authors introduce their…

In this study, an instructional design model was employed for restructuring a teacher education course with technology. The model was applied in a science education method course, which was offered in two different but consecutive semesters with a total enrollment of 111 students in the fall semester and 116 students in the spring semester. Using…

The study describes the nature of pre-service teachers' idiosyncratic metaphors for the concept of statistical sample. These metaphors were investigated because of their potential to provide insight about individuals' content knowledge and how that content knowledge is enacted during teaching. Personal metaphors were elicited from 54 pre-service…

In this self-study we examine our collaborative practice across two undergraduate early childhood education methods courses. Framed by our larger question of how teachers and teacher educators do school, we drew on multiple data sources to investigate how we were modeling teaching, listening, and learning to and with these students in our science…