Peer tutoring can be an effective way to influence a child's self-concept. Guidelines to be used by student teachers and college supervisors in developing a peer tutoring plan are discussed. (DF)

Professional development allows prospective teachers to develop their professional skills in order to help students achieve higher standards. The need for more challenging mathematics content for students means that teachers will also have to learn more challenging mathematics content and how to teach it. This document suggests new ways of…

This paper describes a process for developing quality teacher education programs. The process begins with the core beliefs of all faculty members involved in the program. A retreat is an appropriate place to start the process of promoting appropriate philosophy and developing core beliefs in faculty members. Once this process is completed, it is…

This issue paper describes the reasons service-learning is used in preservice teacher education, examines challenges to its use and strategies for success, and presents examples of successful programs. The paper offers suggestions and resources to assist P-12 school systems and education leaders in making policy decisions that will maximize…

The article presents guidelines for a preservice internship in the field of gifted education. A hypothetical timeline displays the scope and sequence of a comprehensive internship program. Rationale is given for the four basic program components: surveying local programs, matching intern placements, supervising interns, and providing an internship…

A variety of methods to create a simulated environment in which preservice teachers can acquire valuable noninstructional skills is described. (LH)

Provides a guiding framework for assisting preservice teachers in the development of habits of mind that will inform their personal best practice. Includes student-created working portfolios that inform and direct their learning and individual conferences, and which serve as an authentic assessment. (SG)

Presented are guidelines for designing and incorporating cooperative group learning strategies into teacher preparation courses. Guidelines include determining appropriate content, selecting a cooperative format, forming cooperative groups, teaching cooperative skills, providing feedback, and evaluating learning. The student satisfaction results…

Multicultural education in teacher preparation programs seeks to sensitize preservice special education teachers to individual differences attributable to culture or ethnicity. Described are the goals and objectives of a multicultural module; teaching strategies; module evaluation; resources used; and such learning techniques as fishbowl…

A veteran cooperating teacher suggests that the key to a successful student teaching experience is organization and preparation, including setting objectives for the supervising teacher and student teacher, providing school orientation and a work area for the student teacher, helping pupils adjust to a student teacher, and accessibility. (CB)

A 1992 review of National Council for Accreditation of Teacher Education standards emphasized the need to address educational technology. New standards were adopted in 1994. The paper discusses revised unit standards, guidelines for addressing technology categories, significance of change in unit standards, using accreditation standards for…

Preservice teachers in an introductory microcomputer class received an advance organizer to help them learn about microcomputer components. The advance organizer facilitated learning by providing an opportunity for them to build schema. (SM)

Examines the inductive approach to learning, which helps ensure an interactive environment where students use their language processes to learn. Preservice teachers can learn to organize their teaching inductively. Such training should include direct experience with the inductive approach, analysis of the experiences, guided practice, and coaching…

Describes a conceptual framework that integrates teacher cognitive, critical, and personal characteristics; the framework serves to guide the development of reflective decision making, showing teacher educators how to form effective teachers. The model's collegial environment encourages efficacy, flexibility, consciousness, and social…

Mental modeling techniques useful in reading classrooms are described, and three phases are outlined for teaching mental modeling by helping preservice teachers to develop a conceptual understanding of reading and reading instruction, learn how to plan and conduct reading lessons that contain mental modeling, and refine their mental modeling…