Uses articles on children's thinking to find out and improve student teachers' thinking about algebra and proof. (ASK)

Teacher interviews, journals, and stories are used to question the theory-practice relationship by adopting a theory of practice informed by a politics of location, influenced by voice and story. This method counters the reduction of teaching to "things that work." (SK)

Explains how a New York State task force established values, knowledge, and practices related to students, teaching/learning, professional relationship, and societal concerns for teachers in inclusive schools. (SK)

Opines that what teachers need to know about grammar is how to teach it without resorting either literally or figuratively to the "cane and the birch rod." Finds that teachers need to look again at the "what" and the "why": what grammar is and why it is taught. Also considers answers given by others. (PA)

Discusses how important it is for teachers to think deeply about what it is to know mathematics and their own understanding of fundamental mathematical ideas. (ASK)

Describes the designing and testing of a model of in-service physics teacher training based on the idea that it is important to help teachers reconsider their disciplinary knowledge and work with other teachers on the same subject to make it suitable for teaching. (Contains 16 references.) (Author/ASK)

Teachers were asked to examine a list of water topics, assign a level of priority for their students to know about each topic, then report on their own knowledge level and the amount of teaching they do on the topics. Indicates that topics such as basic water properties and wetlands that had high priorities among teachers were not accompanied by…

Ratings of 183 science and math preservice teachers in Hong Kong revealed significant gaps between what they know and what they need to know, especially in terms of concept and pedagogical knowledge and knowledge of teaching theories. They displayed high expectations of expert teachers. (SK)

Five educators at a symposium suggested that giving academics training and support in their teaching roles might prioritize skills at the expense of disciplinary knowledge and threaten academic freedom. This article presents the contrary view that teaching can be improved by such courses and suggests that this point of view should be substantiated…

Attempts to further the understanding of how preservice teachers construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science in a school-based setting and the extent of knowledge construction. Analysis and synthesis of data reveal an extensive acquisition of teacher knowledge and pedagogical content…

Examines ways in which knowledge might be captured, articulated, and portrayed to others. Develops an approach to articulation and portrayal based on what is called the CoRe (Content Representation), which represents the particular content/topic of the science teaching, and PaP-eRs (Pedagogical and Professional experience Repertoire), which…

Reports on a study of 10 middle grades teachers' uses of manipulatives for teaching mathematics using interviews and observations to explore how and why the teachers used the manipulatives as they did. Concludes that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent mathematics concepts…

Describes a project in which preservice elementary teachers (n=30) described the working of a St. Louis motor before and after studying a laboratory unit on magnetism and electricity. Shows that knowledge framework interconnectedness of the post-unit interview was positively correlated. Analyzes in depth the highest and lowest performing students.…

Describes a professional development program for secondary school mathematics teachers in which the focus of the program is mathematical definition. The program aimed to develop teachers' subject matter knowledge including knowledge of the substance of mathematics and knowledge about the nature and discourse of mathematics. (Author/MM)

Uses anecdotes as well as stories from first-year teaching of Native American students to illustrate how unintentional cultural biases can be overcome through building one's cultural awareness. Summarizes information learned through experiences, which would have been helpful from the start of teaching these students. (Author/JDM)