This paper explores the interactions between preservice and inservice teachers in a non-school setting as a part of the EarthVision 2000 project. The involvement of inservice teachers in teacher education plays an important role in the knowledge of field experiences. Creating a program for the initial preparation of preservice teachers for…

Discusses the collaborative approach of the Rocky Mountain Teacher Education Collaborative to helping preservice teachers develop pedagogical content knowledge. Describes a course in the teaching of chemistry that was believed to be key in the development of pedagogical content knowledge. Highlights assessment and reactions to the course. (JRH)

Examines three themes in the area of standards and accountability as they apply to the current condition of teacher education in California and elsewhere: why the teacher education standards movement has gained inertia so quickly, the consequences of standards on existing accreditation processes such as that of the National Council for…

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

This paper argues that evaluation of advanced skills in teaching should be based on pedagogical content knowledge that good teachers should have but nonteachers in the discipline might not. Several schemes used in Victoria (Australia) for appraisal of advanced teaching skills are examined, and an alternative to competency-based approaches is…

Arguments are posed against alternative certification programs that exclude sufficient pedagogical training; however, programs that build upon nontraditional students' prior content knowledge are supported. Professional development schools offer promising clinical settings for alternative certification programs. (IAH)

Describes a staff-development project that trains K-12 science teachers to use Interactive Multimedia Exercises (IMMEX) software, which expands teachers' content knowledge, teaching them about IMMEX and about how to create problem-solving exercises for diverse students. The paper examines project development and implementation, describes IMMEX…

Investigated Dutch, Finnish, English, and Greek preservice science teachers' conceptions of and concerns about how to teach the concept of combustion. Participants prepared lessons for junior secondary students, then completed interviews and questionnaires. Results revealed many important and similar characteristics of prospective teachers' views…

Two groups of 35 special education teacher trainees from Caribbean nations rated the importance of a list of characteristics of effective teachers. Results suggest the value of a model of teacher education that integrates content knowledge, pedagogical knowledge, and practice in context. (DB)

This paper argues that there has been academic amnesia in the field of self-study with respect to the intellectual heritage underlying self-study as a way of understanding teaching practice. From Aristotle to Dewey, the concept of practical inquiry or deliberation has been a recurrent theme. However Schwab's exploration of the role of the…

To raise the literacy achievement of secondary school students, some schools train their whole faculties in general reading and writing strategies to implement across the curriculum. Content-area teachers often resist this approach, however, fearing that setting aside time for literacy instruction will dilute the academic rigor of mathematics,…

Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated by numerous research studies reporting positive results, one method of addressing these…

In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article…

The efficacy of teacher error/grammar correction in second language writing classes has been the subject of much controversy, including a published debate in an earlier volume of this journal [J. Second Language Writing 8 (1999) 1; J. Second Language Writing 8 (1999) 111]. In this paper, the state-of-the-art in error correction research in L2…

The relation between teaching and research is a defining feature of a modern university and of academic identity. Many universities claim a close relation between the two as well as a strong critical orientation. Yet the gap between claims and practice in higher education appears to be widening as government and institutional policies increasingly…