Describes the reorganization of teacher education methods courses at University of Wisconsin-River Falls. Lists whole language tenets, large group session topics, and sample integrations for prekindergarten through middle school grades. Asserts that the experience demonstrated the benefits of the whole language philosophy. (PRA)

Examines the structure of pedagogical knowledge housed in the memory of an experienced teacher educator and the influence of this knowledge on changes in the pedagogical knowledge structures of prospective teachers. The study involved teachers enrolled in one of three different sections of the same teaching methods course. (GLR)

Describes efforts to implement portfolio assessment within an elementary-science methods course. The methods course was designed to model pedagogical approaches students were expected to employ once they began teaching science in elementary schools. Relying upon examinations to evaluate students was inconsistent with the course philosophy and…

Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)

Studies four preservice elementary teachers during a field-based mathematics methods course to investigate elements of mathematics teaching and learning that teachers found problematic and how they resolved those problems. Concluded that teachers exhibited concerns about classroom context, pedagogy of mathematics, children's mathematical thinking,…

Describes one teacher education program designed to broaden students' thinking about the influences of culture in society, and teaching and learning about literacy. Offers an "unromanticized glimpse" into the lives of teacher education students as they struggle to come to terms with their transformation as literacy educators preparing to…

Two college teachers, one from social science education and one from English education, team-taught part of a teaching methods course involving 20 students in the preparation of interdisciplinary units. Observations and student journal entries show that a valuable teaching technique was developed. (SLD)

Argues that the science methods course should be envisioned as the launching pad for a career-long process of professional development, a foundation for a successful student teaching experience, and the lynchpin of a teacher education program. (DDR)

Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)

During a symposium in 1997, speakers raised three issues about gender equity and research: (1) distinguishing between the meanings of the terms gender and sex, (2) assuring that science methods classes are gender inclusive, and (3) determining the reasons for changing practice. (DDR)

Argues that the usefulness of strictly quantitative research is still questioned in educational studies, primarily due to deficiencies in methodological training. Uses a critique of a recent study by Heitmeyer et al. (1995) to illustrate the requirements of "good" empirical research. Considers the problems of hypothesis testing in field research.…

Reports on an investigation of the extent, nature, and development of critical reflection among three preservice teachers in a semester-long secondary social studies methods course that used an action research case study methodology. Suggests that in different ways and measures, teacher educators can influence preservice teachers to become more…

Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team-taught integrated…

To meet the need for reform in mathematics teacher preparation courses, two cycles of changes made in an elementary mathematics methods course are presented. Using action research, teaching approaches were developed, implemented, and evaluated as a meaningful way to continue my professional development. Results suggested that I improved my…

With the publication of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers in the fall of 2002, teacher preparation programs need to rethink the process of gathering materials that best represent the abilities of the teacher candidates they are training. This article discusses how one foreign language program has…