Describes a research project whose major aim was to evaluate first-year teacher-education students' understanding of subject matter knowledge in the domain of area measurement. This study focuses on the student teachers' substantive knowledge, knowledge about the nature and discourse of mathematics, mathematics in society, and their disposition…

Examines ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Results indicate that mechanisms for enhancement of normal practice include anecdote telling, trying out ideas, and systematic inquiry. Contains 66 references.…

Highlights the creation of centers that promote the professional development of teachers including Teaching and Learning Centers, Centers for Teaching Excellence, and Centers for Faculty Development. Presents examples of such centers where teachers help one another hone skills, stay abreast of pedagogical developments, and mobilize institutional…

Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)

Provides resources for library instructors who are teaching with minimal formal training in the field of education. Reports that the professional library literature on this topic is plentiful and can provide both theoretical and practical help for library instructors in the areas of learning theory, technology use, and teaching/presentation style.…

Discusses the use of a new technique, video-stimulated reflective dialogue, in which practitioners reveal their in-depth knowledge of their pedagogical practices when stimulated by a videotape of an episode of effective teaching. Details the challenge experienced by preschool teachers in articulating tacit/intuitive knowledge of their own…

Examines the preparation of preservice science teachers by focusing on professional development schools, science teaching practicums, and professional development courses. Proposes an instructional sequence for university students enrolled in science teaching. (DDR)

Analyzes the important challenges that researchers face in the creation and use of a knowledge base for restructuring teacher education in the field of special education. Promising avenues for research to meet these challenges are delineated and the critical roles of multiparadigmatic teacher communities are highlighted. (Author/CR)

Discusses how important it is for teachers to be open to alternative procedures and strategies that students may use. Suggests that a method that is meaningful rather than one learned by rote will help students develop more confidence and understanding. (KHR)

Describes the work undertaken in a course on communication and information technology (ICT) in a pre-service program for secondary school mathematics teachers. This course aimed to help pre-service teachers develop a positive attitude towards ICT and use it confidently. Discusses how the pre-service mathematics teachers evaluate their work…

Explores various stances on the relationship between teacher knowledge, practice, and inquiry, noting the potential outcomes of these stances on education and society. The article essentializes these views into a modernistic stance, systems stance, and critical stance and discusses variations found within the stances. It concludes by identifying…

Suggests that a certain level of knowledge and expertise is essential if the electronic teaching resources of the Internet are to be used effectively by classroom teachers who, in turn, need support in acquiring relevant knowledge and expertise. (Author/VWL)

Investigates whether preservice teachers need more practice to develop strong technology and teaching skills before they go into student teaching. Only after practicing these skills sufficiently did the biology education majors (n=2) feel comfortable and confident to begin a teaching assignment. (Author/MVL)

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked…

Connects Daryl Siedentop's speech, "Content Knowledge for Physical Education," with two others: "Curriculum Innovation: Toward the 21st Century" and "Physical Activity Cultures for Children and Youth: Redefining Physical Education," responding to seven issues: the nature of content knowledge; status, professional…