Investigates whether studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a teacher. Argues that a course studying the cultural wars over science contributes to prospective teachers' professional growth because it elicits tacit beliefs about school science as it introduces more complex understanding.…

Proposes three problems that must be solved in order to best prepare teachers who both know content and can make use of it to help all students learn, including: identifying the content knowledge that matters for teaching; understanding how such knowledge needs to be held; and determining what it takes to learn to use such knowledge in practice.…

A review of "The Chronicle of Higher Education" 1991-1997 advertisements found that for all years except 1997, 8-10 percent were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term increased from 5 to 35 percent and then decreased to 20 percent.…

Presents an instrument designed as a profile of teacher achievement and teacher needs with regard to the probability and statistics strands in the mathematics curriculum. Discusses uses for the instrument and further development possibilities. (MM)

Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

A veteran language teacher expresses views on the development of language teachers, suggesting there are two professional development routes language teachers take: from method to methodology or methodology to method. (Author/VWL)

Interviewed 10 middle-school physical educators (PE) with expertise in at least one PE subject area. Each teacher completed four interviews on familiarity with content area and with experience teaching the subject. Results highlighted significant differences between teachers teaching subjects in which they had expertise, and teachers teaching…

Reports that teaching elementary mathematics requires a much deeper mathematical knowledge than most experts have believed and that teachers must receive the training, textbooks, time, and support needed to develop this knowledge. Notes that U.S. mathematics teachers' knowledge is not nearly as robust as that of Chinese mathematics teachers, and…

The way teachers understand mathematics strongly influences their teaching and what pupils learn. Describes the influence of two variables on preservice teachers' performance: (1) the presence of a formal definition; and (2) previous classroom activities that addressed the concept of the altitude of a triangle. (Contains 30 references.)…

Finds that only half of practicing science teachers and a third of pre-service teachers surveyed in Singapore agreed with statements that biological evolution has a valid scientific basis. (Contains 12 references.) (WRM)

Describes a study of the professional qualifications of high school physics teachers conducted by the American Institute of Physics (AIP). Concludes that high school physics teachers are better trained than they are given credit for, and that instances of utterly unqualified instructors are rare. (WRM)

This article reports on a one-day workshop in New York to provide practical information and training for teaching assistants working in the mainstream classroom setting with students who have visual impairments. The workshop provided information on "myths" versus "facts" of visual impairment, eye conditions, orientation and mobility, technology,…

Illustrates major arguments for narrowing the source of teaching expertise to considerations built on teacher-based knowledge and experience, examining sociopolitical concerns that attend the arguments. Introduces a case for widening the pale of consideration, offering an alternative way to think about the sources of teaching expertise that…

Examines the ways in which teachers' language awareness affects their pedagogical practice. Considers the relationship between teacher language awareness and pedagogical content knowledge (PCK). Proposes a model in which the second language teacher's language awareness is seen as a sub-component of PCK, forming a bridge between content knowledge…

This study investigates in-service early childhood teachers' "practical knowledge" (Elbaz, 1981) in implementing changes in the classroom in the Republic of Singapore. In Singapore, many early childhood classrooms are teacher-directed where learning takes place in large groups. As part of the in-service teacher education program, a…