Describes a team approach to secondary methods developed and implemented at the University of Oklahoma. The course coordinates expertise from education and language arts, mathematics, natural sciences, and social sciences in the training of secondary teachers. Student evaluation of the course is highly supportive. (Author/JAC)

Describes a three-phase program of instruction in preservice science teacher education culminating in the actual teaching experience. The science fair is included as an important part of the program. (SA)

A survey study of groupwork educators which indicates that group process and groupwork methods courses continue to attract large numbers of students is reported. Problems facing groupwork educators include lack of methodological specificity in groupwork, knowledge explosion in group methods, and poorly developed groupwork courses. (Author/MLW)

Describes Indiana University's elementary science teacher preparation program. The program consists of three elements or streams: (1) content process stream, (2) the planning stream, and (3) practicing field experience stream. A Basic Science Skills course is the first course in the sequence followed by content courses, methods, and early…

Compares changes in attitudes toward science and open-mindedness in treatment and nontreatment groups of preservice elementary teachers enrolled in an inquiry-oriented methods course and an expository freshman physics course, respectively. Concludes that course design effects a difference in attitude and open-mindedness. (CS)

This study, conducted by the University of Southern Mississippi in cooperation with the Hattiesburg public schools, investigated the impact of activity-centered science lessons (taught by prospective elementary school teachers) on the attitudes of upper elementary (grades 4-6) children toward science. (HM)

Describes the use of problem-posing, an approach to teaching developed by Paulo Freire in the context of adult literacy programs, in an teaching English-as-a-Second-Language (ESL) methods course and in ESL student teaching. The five steps of the problem-posing process are outlined and described. (14 references) (CK)

Describes a study that investigated the integration of distance education technologies into a preservice teachers' science methodology course. Highlights include a theoretical framework; effects of prior technology courses; effects of participation on student attitudes regarding the use of distance education technology; and correlations between…

Presents a study of the benefits and obstacles as perceived by preservice teachers when considering the use of computer technology within social studies. Provides a literature review on teachers' attitudes toward computer technology, barriers to computer use, and factors that facilitate computer technology use. Includes references. (CMK)

Describes a program placing college juniors in elementary school classrooms as part of their teacher methods courses. Stresses the importance of communication with and involvement by the school teachers and administrators in implementing such programs. Presents summary results of the program's qualitative evaluation. (PAA)

Results are reported from a study which examines preservice teachers' changes in thinking about both content and pedagogy associated with experiences in reflective peer teaching units and tests the value of preconcept and postconcept mapping as a measure of change in pedagogical decision making. (IAH)

Tests of computer literacy and computer anxiety given to (n=17) preservice teachers in a secondary science teacher preparation course featuring a cognitive science framework with an integrated microcomputer component found increased microcomputer usage 4 years later. Includes follow-up questionnaire. (Author/MKR)

In this study, researchers examined the educational value orientations of physical education preservice teachers in an elementary methods course, investigating the link between value profiles and teacher behaviors. Data from the Value Orientation Inventory indicated that subjects entered school with defined value profiles, but priorities within…

Explores one possible explanation for why student teaching of elementary science diverges from principles emphasized in methods courses. The explanation explored states that a student teacher in the classroom is influenced mainly by immediate situational analysis, rather than principles emphasized in coursework. (LZ)

Describes a study of the meanings three preservice teachers constructed and the factors that influenced their reactions to the multicultural, social reconstructionist ideas in a social studies methods course. A significant finding is the importance of understanding the backgrounds of preservice teachers as they interact with multicultural…