Proposes three thought experiments on various contexts of teaching mathematics. The experiments are intended to raise questions about the mathematics curriculum and to engage discussion about what topics should have high priority in arithmetic teaching. (DDR)

Provides details of the Gender and Ethnic Equity in Science Education (GEESE) program that gives preservice science teachers the opportunity to use clinical observations and reflection as vehicles for discovering the disparate school experiences of the diverse students in their science classrooms. Contains 71 references. (DDR)

Presents the experience of an assistant professor in a university English-as-a-Second-Language program who lost her job because of budget cuts. The writer, currently teaching at another university, reflects on her experience and offers suggestions to teachers facing job loss. (three references) (Author/CK)

Presents stories describing one teacher's knowledge in practice, arguing for the epistemological role of caring in teaching. The teacher's narratives describe what she knows from having caring relationships with her students and how that alters her pedagogy. The paper suggests that complex relationships between caring and knowing involve constant…

The American Psychological Association's "Learner-Centered Psychological Principles" comprise a knowledge base organized around certain cognitive, affective, developmental, personal, social, and individual-difference factors. Teachers need self- assessment and reflection tools to assess fundamental beliefs and assumptions about learning,…

Asserts that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education; discusses how teacher education students avoid engaging with racial issues in education (silence, diversion, guilt, and benevolent liberalism); and suggests strategies to…

Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in…

Presents perspectives and experiences of prospective science teachers who developed science lessons and small educational projects in collaboration with practicing elementary and middle school teachers. Concludes that prospective teachers perceived themselves to be more confident and more competent to teach science after the collaboration. (SOE)

Notes how as a teacher educator, the author incorporates poems of Langston Hughes in hopes of preparing pre-service teachers to teach diverse students. Shares pre-service teachers' reflections to Hughes' poem "Dreams" in one literature class. Begins with an overview of poetry in children's lives, describes the setting and presents how…

Explores the extent to which a reflective approach to English-as-a-Foreign/Language teacher training is suitable for teaching undergraduate students a course in methodology at the University of Alcala in Spain. (Author/VWL)

Documented an elementary school that implemented student portfolios as port of a comprehensive school reform effort. Findings indicated that portfolios were an important mechanism through which teachers came to deeper understanding of their professional practices. Teachers began to recognize changes in classroom practice and school-wide…

Explores a way to enhance teachers' knowledge in Taiwan. Constructs cases involving episodes and issues from real classroom events as part of a school-based professional development project. Discusses the effects of the process of constructing these cases on teachers' awareness of students' difficulties in learning mathematics, pedagogical content…

Explains a method of reflecting on behavioral incidents that arise in classroom settings in order to improve teachers' responses to troubling student behavior. Suggests that by combining the process of critical reflection with an understanding of how conflict develops, teachers can improve the way they react and respond. (PM)

The article relates one teacher educator's experiences teaching a course in language development to college students in Hawaii's PETOM (Preservice Education for Teaching of Minorities) program. The teacher learned about building on background knowledge, starting with students' experiences, and providing opportunities for dialogs with students. (SM)

Encourages high school physical educators to engage their students in experiences that facilitate the acquisition of critical thinking skills, examining two lessons that highlight the extent of student engagement in critical thinking task demands. Suggestions are provided for planning lessons that include conscious efforts to engage students in…