This exploration of the assessment of teachers' practical knowledge begins with a description of the characteristics of teacher knowledge and a discussion of the importance of teacher views and teaching as a profession. The possibilities and problems associated with assessing teacher practical knowledge are discussed. (SLD)

Describes a course specifically designed to allay the fear of science in elementary teachers by teaching them science in a laboratory-activity setting. Provides valuable laboratory experience often lacking in general education science courses. Lists topics covered in guided discovery exercises. Contains 12 references. (JRH)

Examines the essential characteristics of engineering teachers' pedagogical content knowledge by studying teachers' conceptions of their students' ideas of moment. Finds that although teachers originally appeared to be familiar with their students' conceptions, they were rather astonished by the general pattern of student thinking. (Author/SOE)

Shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogues and knowledge and how members of classroom communities view language and subject teachers as unequal. Data analysis dew on ethnography of communication and semiotic functional approaches to explain the…

Reports a mismatch between teacher and pupil knowledge of acid-base chemistry as a result of controversial episodes from three science lessons. Suggests that the teacher's knowledge is guided by textbook information while the pupil's knowledge is based on direct experimental experience. Proposes that classroom activities should support the…

Considers important procedures and policies for new teachers to consider during the first few weeks of school. Focuses on organization, engaging students, learning outside the classroom, and lab activity safety. (DDR)

Presents ideas to assist first year teachers in getting and staying organized. Includes file ideas, a basic supply list, and prompts for possible questions to ask as a new staff member. (DDR)

Provides some tips for new teachers to assist in avoiding feelings of isolation. The tips focus on the value of good conversation and keeping an open door and mind. (DDR)

Explains the lack of connection between the knowledge base that exists to improve the education of children with disabilities, and the practices of districts and professionals. Discusses the lack of teacher preparation and the difficulties that veteran teachers have in finding the time and energy to implement best practices. (CR)

Investigates student teachers' understanding of science and their ability to learn what was needed when it was required for teaching purposes. Findings indicate that half the students were able to prepare themselves adequately through independent research with guidance although their initial background knowledge of science was weak. Discusses…

Explores reform improvements in teachers' subject matter knowledge. Discusses research and practices relating to subject matter knowledge growth among preservice and inservice teachers. (KHR)

Provides a progression of terms of underlying concepts related to moving and falling objects, and links these concepts to activities that are appropriate for various age ranges. Speculates on the role of teacher knowledge in effective science teaching. (DDR)

Focuses on how history teachers can develop a summative teaching portfolio including a checklist of documents to have in a portfolio, criteria for assessing a portfolio, a chart integrating history and teaching standards, and a rubric to assist in evaluating the portfolio. (CMK)

Offers thoughts on why schools, colleges, and departments of education fail to achieve excellence and three premises for achieving same involving building strong partnerships with schools and communities, building an excellent research base, and the preparation of teachers with deep content knowledge, an understanding of child development and…

States that if universities are to remain key players in initial teacher education, they must support university-based initial teacher educators. Presents data that was found during interviews conducted between 1998 and 1999 focusing on the ways teacher educators define their professional credibility. Includes references. (CMK)