Presents guidelines to inform teacher education programs aspiring to prepare teachers for working in impoverished urban schools: (1) attributes of preservice teacher candidates, (2) teacher educator expertise, (3) knowledge, behaviors, beliefs, attitudes, and values to be learned by prospective teachers, (4) educational methods, and (5) program…

Investigated how English preservice elementary teachers built upon their repertoire of knowledge for teaching science, tracing their development of subject knowledge and pedagogical knowledge in science and their views about the knowledge base required. Interview data indicated that participants drew upon subject knowledge in combination with…

Describes a 12-day teacher inservice course in oceanography and coastal processes that focuses on enhanced content knowledge, improved teaching strategies, role modeling, and leadership development. The primary objective is improving the teaching techniques of elementary and middle school teachers of predominantly minority students. Strategies…

Procedures and strategies that consistently lead to teachers' sustained use of innovative research-based practices are characterized by the provision of both behavioral and technical support and opportunities for teachers to explore the conceptual aspects underlying the research. A case study illustrating these components suggests reasons for…

Advocates a reconceptualization of Canadian teacher preparation that will involve partnerships in and outside the university. Shows how a reconceptualized concurrent preparation program would bring together discipline-based and practical knowledge, engaging preservice teachers in action research into the dilemmas of teaching, and integrating…

Describes the efforts of a group of teachers, administrators, teacher educators, and Arts and Sciences faculty at the University of Georgia to improve an established middle grades teacher preparation program. Details the change process and participants' thoughts and ideas about undergraduate teacher education. (EV)

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career--as a student teacher, beginning teacher, and…

At the heart of multicultural teacher education is the concept of justice. To understand justice, preservice teachers must understand injustice. Segregation by race and social class is perhaps the most egregious of all the educational injustices that mock the professed core values of America as a democratic society. In fact, segregation is related…

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or…

This study employed qualitative methods to analyze teacher's level of multicultural understanding and perceptions of cultural issues when discussing their culturally diverse students in the context of the consultation process. Three school psychologists in urban city high schools, engaged in audio-recorded consultation sessions with…

This is the first of two self-studies of my first five years as a teacher educator attempting to prepare preservice teachers for the practical realities of the classroom while being respectful of their personal professional knowledge. I coined the term "relational teacher education" to convey my approach, which is informed by Rogers' (1961)…

As reformers urge elementary and secondary school teachers to teach mathematics in new ways that highlight problem solving and engage students in important mathematical ideas, researchers have been pointing out that few public school teachers know mathematics in the ways that they would need to know it in order to teach in these new ways. These…

A job analysis was conducted to define a knowledge domain necessary for newly licensed (certified) general science teachers to perform their jobs competently. The results of the job analysis will be used to develop test specifications for the Praxis II Subject Assessment in General Science. An initial draft domain of important knowledge statements…

A job analysis was conducted to define the knowledge domain in which newly licensed (certified) mathematics teachers must be knowledgeable to perform competently. The results of the job analysis were to be used to develop test specifications for the Subject Assessment in Mathematics of the Praxis Series: Professional Assessments for Beginning…

A general analysis of professional development school (PDS) efforts indicates that, overall, the partnership efforts that were studied devote significantly less attention to ideas about the nature of schools, learning, teaching, the knowledge base for teaching, and teacher learning and professional development than they devote to establishing…