A dominant theme arising out of a research project concerned with elucidating theory-practice relations in prospective and practicing teachers is the role and place of fear in what it means to teach and to learn. The text for this paper grew out of extended conversations the researcher had with 12 of these participants forming a self-study…

The specialist knowledge and skills of science teachers is far too easily overlooked and undervalued, due, in part, to the tacit nature of the knowledge that underpins expert science teachers' practice. For science teachers to better recognize, describe, and share their professional knowledge there is a need to develop new and meaningful ways…

The Center for Teacher Education at the University of Wisconsin-Milwaukee was designed to reform teacher education programs. The collaborative operation of a beginning course to introduce students to the field of education and to the approach to professional training applied at the center is presented. (SM)

Field experience for prospective teachers contributes to both image-building and learning to teach. Negative and positive outcomes are discussed, as well as issues related to designing educational field experiences. (IAH)

A 20-week seminar for preservice teachers sought to help each student develop his individual educative and inquiry process of professional development. Students reacted positively to the seminar's focus on students' initiation of their own learning. (CB)

Describes Southern Connecticut State University's Center of Constructivist Teaching/Teacher Preparation Project, a theoretically consistent teacher education program grounded in constructivism. The program encourages extensive questioning, reflecting, and constructing as preservice teachers confront traditional beliefs, study children's…

Through its nonformal program for teacher education, the Peace Corps has been able to provide central and eastern European countries with more than 600 English teachers in recent years. The paper describes how the Peace Corps trains its volunteers to effectively teach English as a Foreign Language. (SM)

Paper responds to an article on a nonformal Peace Corps teacher education program that prepares teachers to teach English as a Foreign Language in central and eastern European countries, discussing various aspects of the program as important models for accomplishing the more diverse, larger, and problematic preservice education in America. (SM)

This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student…

An experienced teacher reflects on changes in teacher education programs, noting educational background is only one part of a continuous process for self-renewal involving graduate courses, inservice credits, workshops, and committees. Education students, who now spend more time in the classrooms, are encouraged to do fieldwork and pursue…

The State University of New York at Albany offers a 24- credit-hour sequence leading to provisional and permanent certification to teach academic subjects in secondary schools. Courses cover the teaching/learning process, school and society, computer literacy, substance abuse education, and instructional methods. (CB)

North Carolina State University's Middle Years Education Degree Program offers eight courses specifically designed for the middle years, preparing prospective teachers in language arts, social studies, mathematics, or science. Course goals, content, rationale, instructional methods, materials, and evaluation are described. (CB)

The University of Pittsburgh's Social Studies Seminar and School Practicum introductory courses for prospective secondary school social studies teachers incorporate both practicum and seminar activities to foster reflective teaching that emphasizes the school context, as opposed to the classroom experience, of teaching. (CB)

Bowling Green State University's College of Education and Allied Professions incorporated a general secondary education teaching methods course, for all teacher candidates, consisting of seminar sessions which establish a strong theoretical and conceptual base for teaching skills and provide examples of teaching behaviors essential to effective…

The University of South Carolina's College of Education offers a "Microcomputers and the Curriculum" course which critically examines issues relating to classroom use of the microcomputer, including current curriculum efforts, appropriate uses of microcomputers, and the effect of social and ideological influences on the use of…