This study examined the methodological training of preservice secondary foreign language teachers through the lens of the college methodology course syllabus from 32 participating postsecondary institutions, survey data from the related methods instructors, and questionnaires from 10 of the instructors. The findings indicate that preservice…

We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating…

The study discusses the professional identity and aspects of professional development of Clinical Faculty Teacher Educators (CFTEs) teaching methods courses in a College of Education during a time of change. The above aspects were revealed while analyzing data collected to evaluate an in-service professional development course for CFTEs. Data…

This qualitative study explored the roles which exist between pre-service elementary teachers and the technology tools they integrate into their mathematics lesson plans. A total of 35 pre-service elementary teachers participated in this study in which the researcher examined their lesson plans and reflection documents. The project occurred during…

This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge…

This syllabus for an 11-unit course of instruction is designed to prepare effective junior college teachers, counselors, and administrators, though its content can be generalized to all institutions concerned with systematic approaches to instruction. The specification of instructional objectives in terms of observable (and thus evaluable) student…

Compared were teachers classified into one of four categories depending on the type of training they received in the usage of "Science-A Process Approach.""Lead" teachers received special workshop training and then taught inservice courses to other teachers who were subsequently categorized as "Inservice" teachers.…

This project had two purposes: 1) to develop a model having sequential, reasonable, and valid task specifications in terms of behavioral objectives through which education majors could be prepared for their initial classroom teaching experiences in secondary schools; and 2) to provide a common framework to coordinate the methods program of several…

The author questions the relevance of pedagogy as practiced in teacher education and argues that teacher preparation should be centered in the academic departments of colleges and universities. (MT)

An effort to use critical theory as a basis for a developing social studies methods course is used as an example of a practical application of critical theory as a foundation for pedagogical courses. Problems associated with implementing critical methods courses are discussed. (MT)

The reasons why reflective inquiry has not been incorporated into the classroom despite its promotion as an effective teaching method are discussed. A reflective inquiry model grounded in the principles of critical theory is advocated. (MT)

Oral history, as a pedagogical technique, is appropriate to teacher education. It provides insight into the dynamics of being a professional teacher. Benefits and examples from oral history projects are described. (MT)

These goals for an undergraduate research methods course in sociology range from providing students with an understanding of the central problems in all scientific investigations to introducing students to the specific problems sociologists confront in designing research projects. Means for achievement of the goals are also discussed. (Author/RM)