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…

Describes a support program, the DATA project of Queen's University in Belfast, which was devised to develop student teachers' abilities to teach astronomy with emphasis on the promotion of student teachers' pedagogical content knowledge. (Author/KHR)

Discusses findings from five studies undertaken to elicit judgments from education professionals regarding what newly licensed teachers should know and be able to do. Presents findings from a review of learning-to-teach literature, noting that beginning teachers may not have all the knowledge and skills expected of them. Discusses implications for…

Analyzes didactics as the hard core of Finnish pedagogic discourse and relates changes in the state educational discourse in Finland to recent developments in department-level curricula in teacher education at Finnish universities in the 1980s and 1990s. The tendency in Finland has been toward a decontextualized and nonhistorical science of…

Describes a project undertaken to increase the pedagogical content knowledge of Pakistani science and math teachers (n=31). Presents specific features of the Subject Specialist Teacher Programme in relationship to both the contextual quality and relevance of the initiative. Addresses challenges and possibilities associated with the model as a…

Argues that the dual functions--visibility and invisibility--of talk in mathematics classrooms create dilemmas for teachers. Provides an analytic narrative vignette drawn from a secondary mathematics classroom in South Africa to illustrate the dilemma of transparency that mathematics teachers can face, particularly if they are teaching…

Case study of a subject-matter expert in a teacher-training program illustrates how expertise does not automatically translate into understanding how to model it for students. The expert's failure to view expertise as learned makes it unavailable for teaching as a subject. (SK)

Seeks to understand how one preservice elementary teacher's experiences within the context of reflective science-teacher education influenced the development of professional knowledge. Contains 36 references. (DDR)