This article discusses the U.S. Department of Education's Preparing Tomorrow's Teachers To Use Technology (PT3) program, an initiative that seeks to enhance the integration of technology across teacher preparation programs. The need for greater participation of special education teacher preparation programs in PT3 is stressed. (CR)

Discusses some crucial issues raised by the proposed national teacher-education curriculum in Great Britain. Considers what knowledge and understanding of science and science education teachers of primary and secondary science need upon entry to, and exit from, a teacher education program. (DDR)

Describes a study of high school students' and chemistry teachers' understanding of the gas laws which focused on the application of scientific concepts in practical situations instead of mathematical calculations in theoretical situations. (Contains 13 references.) (WRM)

Offers a framework for identifying areas of agreement and disagreement across recent teacher education reform proposals. Reform documents were analyzed in relation to National Commission on Teaching and America's Future (NCTAF) recommendations. Researchers developed a rubric to assess whether and how proposals expressed agreement or disagreement…

Describes an assessment of science student teachers' knowledge of biological concepts performed before and after their one-year Post Graduate Certificate of Education (PGCE) course. Finds little improvement in subject knowledge following training or in subsequent teaching of the concepts during the PGCE year. Suggests ways to improve science…

A doctor of arts (D.A.) degree in secondary education is a timely, valid instrument to reform teacher preparation. This paper reviews the D.A. degree's history, describes its theoretical underpinnings, and explores its relevance to advanced teacher preparation and teacher scholarship. Implementation advice is provided. (Contains 11 references.)…

Explores the issues and concerns identified by a small group of teachers implementing technology using the document "A Statement of Technology for Australian Schools". Reviews four key questions posed by the teachers and argues that teachers' questions about their own beliefs and practices should drive professional development in…

Preservice and inservice teachers enrolled in an inclusion course interviewed 28 teachers teaching in inclusive classrooms. Over half of the interviewed teachers failed to mention the importance of support services in their definitions of inclusion and the majority indicated teaching in inclusive settings is to some degree problematic. (Contains…

Investigates preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. Indicates that most preservice teachers were aware of longer-is-larger misconceptions in students but had little awareness of shorter-is-larger misconceptions. Emphasizes content knowledge that integrates different aspects…

Examines the conceptions of educating beginning art teachers with specific reference to Canadian art education. Addresses the use of the visual journal, which demonstrates visual and verbal thinking, by preservice teachers at the University of British Columbia as a means to develop an artistic understanding of their growth as art teachers. (CMK)

This paper reports an analysis of qualitatively different ways in which teachers experience change in their understanding of subject matter they have recently taught. In this exploratory study, interviews with 31 'typical' teachers from a range of first and second-year university subjects revealed that 20 reported no experience of change in their…

Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the…

A literature-based survey gathered 331 final-year preservice teachers' perceptions of their mentoring in primary science education from nine Australian universities. Data were analysed within five factors proposed for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback). Results indicated that…

This study presents the narratives of three teacher educators in Israeli colleges of education: an Israeli-born Jew, a Jewish immigrant, and an Israeli-born Arab. The personal and professional stories expose their voices, life experiences, and worldviews, and display the relations between these and their multicultural awareness. Through narrative…