Uses the 19 postulates from "Teachers for Our Nation's Schools" (Goodlad, 1991) as a framework to assess Montessori teacher education and discuss potential strengths, areas for growth and development, and directions for further study. Areas discussed include core staff, curriculum, programs, and collaboration between teacher education programs and…

Maintains that excellent teachers make it possible for elementary school students in enriched Montessori environments to learn as much by age 12 as most students learn by the time they graduate from high school. Contends that a minimum of 800 contact hours with experienced Montessori classroom teachers is necessary for proper training of…

Claims that teacher education programs should improve how they train student teachers concerning parent involvement. Determines the effectiveness of a project instituted by the University of Wisconsin at Oshkosh that was designed to train student teachers to apply basic parent involvement competencies to their field experiences. (HB)

The five-year rural elementary teacher education program at the University of Victoria, British Columbia, features extended field experience in remote rural schools and communities. The program seeks to provide preservice elementary teachers with a realistic awareness of the rural teacher's worklife. (SV)

The Integrated Methods Model incorporates the entire conceptual framework for an effective secondary preservice teacher program as suggested by research. The model results in a subtle but important shift in the focus of secondary preservice teachers. It is relatively easy to implement, economically feasible, and adaptable to various conditions.…

Considers the relationship between the mentor and the beginning teacher. Presents the findings of a study focused on the mentor's perception of patterns of contact with new teachers. Examines four aspects of the contact between mentors and new teachers. (HB)

Discusses the relationship between student teachers and their cooperating teachers as student teachers balance notions of teaching based on their preparation in the university with the reality they encounter in the classroom. Offers a short article by a university supervisor called "Seduction and Resistance in the Classroom," with a response by a…

Investigated the supervisory beliefs of elementary and secondary cooperating teachers, noting differences in those who had and had not taken a course in supervision and differences between the beliefs of supervisors and cooperating teachers. Surveys indicated that teachers held a continuum of beliefs regarding supervisory styles. The indirect…

One government initiative in England and Wales involves moving teacher education away from higher education and into schools; establishing school consortium-administered postgraduate certification in education courses. From a study of one such program, this article reports findings related to weaknesses in program preparation and organization,…

Explores the epistemological shift embedded in one preservice program that puts extended teaching experience first in the process of learning to teach. Emphasizes the role and power of experience in learning to teach. It responds to Jones's paper on the 10 dichotomies in teacher education (SP 527 128), relating them to the notion of early teaching…

Describes eight general functions and roles of teacher educators, including facilitator of learning, encourager of reflection, curriculum developer, teacher selector, researcher, stimulator of professional development, team member, and collaborator. Also analyzes the functions and roles of cooperating teachers, which include orientation, personal…

Reports on the procedure and results of the trial of support materials that were developed for primary teacher mentors to help trainee teachers improve their medium-term and individual lesson plans. Concludes that trainees' practice in science improved in subsequent unmentored lessons, but good practice was not transferred to other subjects.…

Use of a "writerly" text, one that encouraged students to intersperse their own responses, assisted education students in negotiating the identities they brought to teaching and those they developed during teacher education. The importance of providing opportunities to examine cultural myths about teaching in the teacher education curriculum is…

Questions whether student teachers' beliefs influence their images of good primary science teaching and whether completion of an initial degree had an impact on their conceptions of effective practice. Interviews Canadian preservice primary teachers (n=12) and compares the findings with a similar Australian longitudinal study. Discusses influences…

Investigates the development of teacher-intern's oral questioning skills during their 16 week practicum. Finds that although the interns' initial skill-level of oral questioning was relatively high, they developed their expertise in six basic oral questioning skills throughout the practicum. Describes the benefits of using a supervisory approach…