Explores ways in which two teachers' views of themselves and their students as knowers of science have an influence on classroom practices. Reports that the teachers seem to view themselves as consumers rather than inquirers in science, and produce a rapport with knowledge similar to that which they themselves experience in their classrooms.…

Discusses the need for providing graduate teaching assistants (TAs) with training in pedagogy with the focus on preparing the future professoriate. Describes a general TA program for new TAs and a program for biology TAs at Syracuse University. Contains 20 references. (JRH)

Discusses the "state of the art" of second language teacher education through a review of recent research and presents an overview of current perspectives on the field's knowledge base. Concludes with a proposal for a reflective approach to the preparation of second language teachers that draws from the literature review. (Author/VWL)

Discusses the qualifications for early childhood teachers. Considers personal qualities and subject matter competence, and identifies myths concerning who can become an outstanding teacher of young children. Maintains that the prime directive for any teacher is to model, facilitate, and further learning in every student without doing harm to any…

Offers an "ideal profile" of the professor in the international classroom in order to provide insight into the demanding role of standing before a culturally mixed group and often teaching in another language. (EV)

A survey of 75 business faculty revealed that 80% spent less than 3 hours per year covering Internet privacy issues. There was a discrepancy between self-perceptions of their knowledge of the issues and their ability to answer questions about them. Better-informed faculty were not those who spent the most time addressing the issues. (Contains 22…

Discusses the definition of content knowledge for physical education, suggesting that teacher educators have largely given up the historic content knowledge of the field, thus eliminating the possibility of developing a serious body of pedagogical content knowledge for teaching. The paper examines the root problem in defining pre-professional…

Used a three-phase constructivist teaching sequence in a graduate-level elementary science methods course to improve preservice teachers' knowledge of density and to provide a model for approaching the teaching of science. Reports that the preservice teachers (n=23) showed gains in content knowledge and self-reported confidence levels. (Author/JRH)

Describes how kinesiology employs different methods for gaining knowledge and explains how epistemology can be used to organize introductory kinesiology courses or textbooks. The epistemologies used to organize subdisciplines are rationalism, empiricism, science, and subjectivism. An epistemic approach to a foundations course or textbook helps…

Survey responses from 1,024 (of 1,458) secondary teachers in England and Wales showed that the subject of cancer was most often addressed in science or personal and social education. Significant associations appeared between teacher knowledge and involvement in cancer awareness. Lack of knowledge and poor educational resources were primary factors…

To determine how knowledge acquisition contributes to the process of learning to teach, researchers collected data about preservice teachers' knowledge of classroom management. Concept maps and interviews showed change over time, with turbulent, idiosyncratic change influenced by program experiences. Students emphasized clinical experiences as the…

Survey results reveal trainee primary teachers are well informed about the nature and location of the ozone layer and appreciated that it screens the earth from ultraviolet (UV) rays, although some thought that it protects the earth from acid rain. Identifies themes in students' thinking and groups of students with different concepts. (LZ)

Investigates what two teachers learn from each other as they engage in the three-month coteaching of an engineering curriculum to Grades four and five. Provides direct and indirect evidence of teachers' knowledgability. Contains 34 references. (DDR)

Addresses common issues in teaching about American-Indian culture, history, and values, and discusses errors made by teachers of American-Indian students or when teaching other students about American Indians. Teachers' lack of knowledge about American-Indian culture and students and about their students' preferred learning styles is the greatest…

Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)