A case study of student teachers in a rural high school indicated that curriculum decisions by student teachers are influenced by supervision practices of the cooperating teacher; both the student teachers' and the cooperating teachers' perception of the student teacher's role; cautions from methods instructors; and existing curriculum and texts.…

Examines the mathematics and science content knowledge of elementary teacher candidates, presents data showing elementary teacher deficiencies in this subject matter, and provides a conceptual approach to educating teachers in these subjects. Data are presented illustrating the effectiveness of these approaches in improving novice teacher's…

Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers'…

Describes the experiences of two faculty members at two different universities who attempted to restructure the typical "mainstreaming" course for regular educators from one that provides an overview of various disabilities to one that provides strategies that build on holistic, authentic instructional approaches and adaptations appropriate for…

Describes how senior-level, preservice teacher certification candidates in secondary science and social science methods classes work in teams to prepare instructional materials on a community-based issue (such as the effect of the deposition of arsenic in a creek and small city lake). Argues that such projects provide valuable learning experiences…

This paper explores four students' attempts at teaching science in the real world classroom during their initial student teaching practicum, including their struggles and successes. When pre-service teachers enter their initial practicum experience they are confronted with differing teaching philosophies of their own, their university professors,…

For the last nine years, Ukpokodu has taught an elementary social studies methods course. As one who is grounded in multicultural education, global education and critical pedagogy, she approaches the course from a transformative and social reconstructionist perspective (Banks 1996; Sleeter and Grant 1994). That means that the course reflects…

This study reports on student experiences in an inquiry-oriented elementary science methods course. Students in this course designed and conducted an independent investigation, and then adapted that investigation to develop an inquiry-oriented lesson and a corresponding performance assessment. Students' written reflections expressed increased…

The purpose of this study was to examine the extent to which preservice elementary teachers were able to construct viable scientific models with a computer-modeling tool, namely Model-It, and design a science lesson with models. The results of the study showed that (a) Model-It, through its scaffolds (i.e., Plan, Build, and Test modes), enabled…

A teacher education program designed to adequately prepare preservice teachers to instruct culturally and linguistically diverse students in their classrooms is described. Under the supervision of a professor and a graduate assistant in a required methods course at a private midwestern Christian university, 24 preservice teachers, who use a…

A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences…

The purpose of this study was to identify and compare the teaching concerns of two groups of preservice teachers who were taught language arts methodology through the use of different approaches. A traditional approach (lectures and demonstrations by the professor) was used with one group (n=43) and a field-experience approach (lectures by the…

This study explored whether the addition of visual examples through laser disc instruction influenced the learning and application of convergent and divergent questioning techniques and wait-time by preservice elementary education teachers during their clinical experience. The study compared the difference in the frequency of convergent and…

A common belief among teacher educators is that different academic backgrounds may influence student entry level and rates of matriculation through the curriculum. This report describes a study using a "pretest/posttest" method to evaluate student academic progression, and to determine variance in scores between two groups of graduate students…

Preservice teachers must see appropriate instruction in action; they must see content in conjunction with process. Content, process, and active student involvement are necessary for the creation of new cognitive structures that are congruent with the view that reading is an interactive-constructive process. Three types of literacy course…