This study compared the effects of an extended, systematic on-campus laboratory experience with a similarly extensive, systematic field-based experience for preservice teachers. Results suggested that laboratory teachers, but not field experience teachers, improved their ability to reflect on teaching and facilitate desired instruction. Results…

Describes an instructional methodology course where preservice social studies teachers prepared various lesson plans on the same unit of study. Their presentations were then videotaped and evaluated by the instructor, their peers, and themselves. Journal writing assignments complemented the course work and excerpts from these are included. (MJP)

Describes NAEYC video training materials "Tools for Teaching" providing guidance on five essentials for early childhood teaching: creating caring communities of learners, teaching to enhance development and learning, constructing appropriate curriculum, assessing children's learning and development, and building reciprocal relationships with…

This paper is an account of one aspect of a self-study--the "roundtable reflections"--conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to learning and teaching mathematics based on negotiation, "commuting" teaching experience, and…

Managing student behavior can be one of the greatest concerns and a laborious enterprise for prospective teachers in urban schools. Urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices, methodologies, and behavioral interventions in an effort to…

This case study investigates the effectiveness of online peer dialogue journaling. The authors developed this learning strategy for elementary preservice teachers to reflect on their tutoring experiences and to provide support to their journal partners using an Internet discussion forum. The participants were asked to fill in two questionnaires,…

Helping those teachers designated as Subject Induction Tutors in secondary schools who support Newly Qualified Teachers to become autonomous, self-reflecting practitioners has been the basis of a participatory action research project based at the University of Leicester. The first part of the paper explores the notion of professional autonomy in…

The value of increasing student input to learning opportunity design issues was explored through an action research project. In response to student-identified learning needs, a learning session on a first-year undergraduate research methods module was re-designed. The learning outcomes of two parallel student groups (one experiencing the original…

This paper describes a process of self-study that has developed between two teacher educators, their student teachers, and their school-based colleagues. The impetus for the research comes from a three-year action research project investigating the organization of and the instruction in a school integrated teacher education course aimed at…

In this article two teacher educators describe an approach they have used with preservice early childhood and early childhood special education majors. They explain how the approach that they call "stories about teaching" resembles, yet differs from case study methods. The authors explain the process they used to develop, pilot, and use stories…

This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of "race" in a first year English studies course at a predominantly Afrikaans and "white" university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a…

Words Work! is an approach to improving literacy outcomes for children through teacher development and parent engagement. In this article the authors describe the pilot phase of the project. The staff at Words Work! created an assessment system that aligns curriculum with assessment and collection of student data and teacher planning. Teachers use…

Discusses a project in which staff from a British university worked with subject teachers in a local secondary school to investigate classroom practice and develop effective strategies to teach English as a Second Language. Findings suggest that inservice education may generate change in classroom practices more effectively if teachers are given…

Discusses mentoring as a professional development strategy to meet the needs of experienced and novice practitioners. Defines mentoring and differentiates it from supervision. Discusses the following aspects of early childhood mentoring programs: (1) goals and assumptions; (2) design and structure, including mentor qualifications and training; (3)…

Advocates a broader and more flexible conceptualization of the Canadian social studies curriculum, emphasizing thematic and interdisciplinary approaches rather than chronology and topics. Praises the reflective inquiry teaching model that adopts a learner-centered approach. Compares social studies to other curricula in an attempt to discover a new…