Describes a typical pattern in American colleges and universities in preparing mathematics teachers (at Indiana University), suggests reasons for the inadequacy of the pattern, and proposes a solution to the problem. Four reasons for the inadequacy of such programs are noted and discussed. (Author/MP)

Discusses the nature of the training process for secondary-level science teachers, reviews some of the shortcomings of that process in light of a holistic science curriculum model, and describes some directions for action to improve general scientific literacy through continuing education for secondary-level science teachers. (JL)

Four elements in secondary schools make educational change difficult: (1) the presence of a unified faculty representing academic disciplines; (2) the students in the college-bound track for whom the curriculum is designed; (3) the sweathogs or delinquents in the general track; and (4) the parents who want to maintain their children in a safe…

Looks at "pedagogical knowing" as one facet of a larger conceptual framework that grounds a teacher's self-knowledge as a person and as a teacher. With the help of two middle school English teachers, the paper argues for a view of subject matter knowledge that is dynamic, relational, practice-oriented, and useful. (SM)

Implications of widespread reform in education in Central and Eastern European countries for secondary school teacher education are discussed. Available data on teacher characteristics, compensation, and working conditions are examined, and the current status and composition of teacher training is compared for different countries. Teacher…

An analysis of recent changes in Bulgarian secondary education looks at several major trends in: the structure of the formal education system; new curricula and conditions for implementation; financing and management of the system; and problems with school staffing. A period of transition characterized by some instability and occasional crises is…

Explores the relationship between ambiguity and uncertainty on one hand, and learning and school culture on the other, suggesting that schools must become places where uncertainty, ambiguity, and inquiry are cherished parts of the culture of learning. The paper includes high school faculty and students' reflections on such experiences. (SM)

Drawing on the experiences of a fictitious teacher, the paper illustrates where professional development has been and where it is going as it supports more learner-centered schools, discussing the nature of the paradigm shift in professional development that will support the building and continuity of learner-centered schools. (SM)

A middle school teacher describes a situation where a student repeatedly stole money from her desk. Her response was to have a custodian hide, catch the student in the act, then have her suspended. Another teacher and a psychologist present their views of the situation, recommending alternative intervention and discipline. (SM)

Opponents of teacher testing argue that such examinations prevent otherwise qualified minorities from entering the teaching profession. The article focuses on the California Basic Educational Skills Test, which some say is an IQ test disguised as a cognitive skills test that keeps out large numbers of minority teachers. (SM)

New constructivist approaches to teaching and learning are at odds with much of what teachers believe. Four questionable sets of beliefs that may be obstacles to adopting a constructivist approach to teaching and learning are reviewed. Real educational reforms will require changes in many teacher ideas. (SLD)

Teachers can contribute to educational improvement by conducting classroom research concerning teaching and learning processes. Action research as staff development advances professional inquiry, improves education, and promotes teacher development. The article lists seven conditions necessary for the school environment for action research to…

Identifies and examines ethical issues involved when teachers conduct research involving their own students, exploring the movement to increase the relevance of research on and for teachers, discussing specific issues in teacher research, describing dual-role conflicts, and relating those problems to the difficulties of deciding what is research…

Introduces this issue on the Loyola Spirituality Conference, in which participants experienced the process of being educated as a consequence of encountering something strange and different. Participants journeyed into a world of understanding that was unfamiliar to them by experiencing a day of communal sharing and celebratory activities (eating,…

A teacher of adjudicated students wonders: why teach? The money is not good. The call for accountability is based on the misperception that teachers perform poorly. The work is stressful and complicated by imposition of standards that don't address all aspects of a good education. He reasons that he can't find anything more rewarding than working…