Explores the problems that a national strategy for the professional development of science teachers attempted to address, and reports on the theme of "loose connections" that emerged. Highlights the weak sense of professional community found among science teachers and their isolation from potentially beneficial influences on their work.…

Discusses the lack of research on the history of practice in teaching. Introduces the special issue on wise practice in challenging classrooms. Explains that challenging is viewed as dealing with dilemmas in the social studies classroom, such as teaching students with minimal English skills or at risk or low level learners. (CMK)

Examines the informal and incidental learning of religious educators in Newfoundland (Canada) through the use of a focus group session, questionnaire, and personal interviews. Reveals information about the educators' learning in three categories: (1) theological knowledge; (2) professional knowledge; and (3) knowledge about themselves. Includes…

A study investigated relationships among 59 elementary teachers' reading-related content knowledge, their philosophical orientation toward reading instruction, their classroom practice, and their students' learning. Relationships emerged between content knowledge and instruction and between kindergarten teachers' phonological knowledge and their…

Identifies and describes misconceptions held by pre-service high school science teachers regarding three environmental issues: the greenhouse effect, ozone depletion, and acid rain. Indicates that many pre-service high school teachers possess an array of misconceptions about the causes and effects of each. (Contains 24 references.) (Author/YDS)

Presents the core requirements for teachers of English in Israel, which outline the core knowledge and performance that graduates and practicing teachers should shave mastered. These requirements are divided into five domains, and each of the domains includes standards. Both knowledge and performance benchmarks are defined for each standard.…

A teacher training program has been developed at the University of North Texas, based on the identified transition needs of students with behavioral disorders and the knowledge/skills required by the educator. Participants earn a master's degree in teaching students with behavioral disorders with a specialization in transition. (Author/DB)

Notes that throughout our educational and teaching experiences, we develop our own scripts, or the body of knowledge we call our own. Traces the script development of one educator, and concludes that becoming a teacher is a lifelong process. (JW)

Explores how secondary transition initiatives for students with disabilities have influenced the implementation of secondary curriculum and preparation of secondary educators, recommending that to prepare all secondary students for their futures, secondary educators must acquire a knowledge base in vocational values and domains, technological…

Argues that consideration should be given to whether teaching solubility product calculations is at all useful. Claims that experienced teachers seriously misunderstand and misuse solubility product calculations. (DDR)

Fourth-year university students (n=12) in a secondary-science-education degree program in Singapore were interviewed after demonstrations of five familiar chemical reactions. The majority of interviewees used perceptually-dominated rather than conceptually-dominated thinking and were unable to use scientific concepts consistently across the five…

Presents an overview and analysis of the Mathematics Case Methods Project, which uses cases in order to examine and reflect upon teaching. Focuses on a special kind of teacher knowledge, coined pedagogical-content knowledge. (ASK)

Investigates whether the study of technology could strengthen instruction in mathematics and science in the elementary and middle schools, especially for women and underrepresented groups. Findings indicated that once teachers began to implement the program in classrooms, students could construct knowledge of mathematics and science through the…

Describes an interactive multimedia resource designed to provide experiences to develop preservice teachers' knowledge and practices for teaching and assessing mathematics in K-12 classrooms. Contains 31 references. (Author/ASK)

Explored teachers' and student teachers' views of the framework of educational training in the area of science in early-childhood education. Found that scientific training was necessary to support the preschool curriculum; teachers have different tendencies in regard to scientific knowledge; and the cohesion between content knowledge and…