Describes the characteristics and procedures of an induction program for first year teachers. (DDR)

Presents goals of National Commission on Teaching and America's Future to improve education by improving teachers' knowledge and skills: (1) all children taught by teachers with knowledge, skills, and commitment; (2) teacher education programs meeting professional standards; (3) access to professional development and time for collegial work and…

Explores the involvement and professional growth of a teacher in a professional development project entitled Simply Science. Findings indicate an increase in the teacher's pedagogical content knowledge and confidence in teaching science and a change in her views about cooperative learning strategies. Discusses implications for the design of…

This article describes the teacher preparation program in Texas that has evolved from a traditional 4-year program, to an alternative certification route, then to a post-baccalaureate certification. An analysis of each program's results indicates teachers who completed the traditional undergraduate program were better qualified to teach than those…

Reports on a study that examines the ways in which three prospective teachers approach representing science content within the context of their student teaching experiences. (Contains 51 references.) (DDR)

Reviews three areas of history education reform: (1) teachers must be grounded in the content of their discipline; (2) more collaboration between teacher education and arts and sciences faculty; and (3) systems of evaluation and assessment for students and teachers. Describes the University of Northern Colorado program that provides teacher…

This article describes how Problem-Based Learning (PBL) was used to help prospective teachers (1) define various disabilities; (2) learn teaching strategies for inclusion settings; and (3) value collaboration with other professionals. Quantitative and qualitative data on the PBL experience of 44 preservice teachers support the use of PBL in the…

A job analysis helped develop specifications for physical education (PE) assessment of the Praxis Series for beginning teacher evaluation. A national sample of PE teachers, administrators, and college faculty judged knowledge domains for importance and created 128 crucial knowledge statements for beginning PE teachers. An appendix provides the…

Uses writings of Paulo Freire to discuss situation of British primary teachers required to teach science without specialized training. Cites interviews with teachers that point to cultural clashes between National Curriculum physics and primary practice. Conflicts exist between facilitating child-centered discovery learning and teaching, and…

This case study examined the criteria one high school physical education teacher employed in acquiring the knowledge he found necessary for his professional practice. Through interviews, observations, artifact and document analysis, and stimulated recall from videotapes, it was determined that the teacher had developed five distinct knowledge…

Attempts to clarify some of the differences and similarities between students from low-income countries enrolled in graduate science education programs in high-income countries and students from the host high income-countries. Offers suggestions for making graduate programs more responsive to the special needs of students from low-income…

Discusses the proposed development of voluntary national tests in fourth-grade reading and eighth-grade mathematics. Explains that these tests will be based on the content and performance standards used in the National Assessment of Educational Progress (NAEP). (DDR)

Raises the question of what elementary and secondary teachers need to know to teach mathematics and science. Outlines the kind of subject matter knowledge teachers need to learn during their higher education years in mathematics and science. Contains 44 references. (DDR)

A relationship exists between children's interest and investment in their school work and teachers' repertoire of techniques for engaging them. New teachers need to develop varied teaching strategies and be provided with an interconnected support system, innovative preparation programs, mentoring opportunities, ongoing professional development,…

Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)