Classroom behavior of experienced and novice teachers was studied in terms of: (1) use of student cues; (2) instructional responses to cues; and (3) teachers' instructional goals and prior knowledge. Experienced teachers used twice as many kinds of instructional actions, as well as more complex associations between cues and responses. (Author/PP)

Described are the individual problems and frustrations encountered by three Japanese teachers working within a rigid school system. Without calling specific attention to the parallel, the situations described in the article could easily be applied to many American schools. Much attention is given to student evaluation problems. (MA)

Author outlines proposals for a remodelled Post-Graduate Certificate of Education. (Editor)

Preservice teachers, with no student teaching experience, in a literacy methods course wrote profiles of themselves, pretending that they were first-year teachers, and profiles of actual experienced teachers. Findings from analysis of the profiles focus on preservice teachers' expectations about classroom environment, language arts teaching,…

Explains how an understanding of the developmental stages of teachers can help in designing collaborative induction-year internship programs for orienting beginning teachers to classroom realities, and describes developmental sequences (microphases) that occurred while observing beginning teachers in a year-long collaborative university-school…

This article introduces seven elementary physical education specialists who are the subjects of a year-long study on effective teachers. It also justifies the use of the term "effective" when talking about them. Objective and reputational data are presented to justify the decision to include the teachers in the sample. (IAH)

Seven elementary physical education teachers were surveyed regarding special events and programs they conducted during the year to supplement the regular curriculum. Events and programs were of three types: culminating activities at the end of units; intramurals; and special events and programs, both at school and away. (IAH)

Examines the relationship between what novice teachers were taught and how they are actually teaching. Finds that novice teachers are not employing the instructional practices (such as language experience, writing activities, children's literature, and learning centers) which are being cultivated in undergraduate reading courses. (RS)

This study examined whether selected indicators of effective teaching would differ across three levels of expertise in teaching elementary physical education. Teachers and target students were videotaped during class; teachers' verbal negative feedback data were analyzed. Results indicated that expert teachers were not necessarily more effective…

Illustrates how reflection-in-action contributes to the development of professional expertise and points to the need for new, more direct approaches to demonstrating the relationship between classroom experience and university courses. It argues that traditional teacher education practice lags behind in developing understanding of thought and…

A phenomenological analysis of interviews with four beginning elementary school teachers examined their experiences of support in a new situation and the themes of support allowing growth choices; support through comparisons with others; and needs for reciprocity of support, appropriate levels of support, concreteness and specificity, and…

To enhance effectiveness, teachers should analyze memories of successful learning experiences and teachers, share enthusiasm about their subject with students, blend plans for professional and personal growth, choose appropriate teaching and classroom-management styles, develop portfolios charting progress, participate in support groups, and build…

Presents a letter from a Peace Corps volunteer and first-year teacher about his experiences teaching English at a Russian school. Describes courses of study, the ever-changing schedule, his problems in the first semester adapting to Russian ideas of teaching, and his successful struggle to apply the education he had learned to this new teaching…

Richard Locke began his first full-time job teaching seventh grade social studies at Francis W. Parker School in Chicago a quarter of a century before writing this article. Here he writes that as a young inexperienced teacher just out of college he was filled with enthusiasm and convinced that education could play a progressive role in society.…

This longitudinal study documents the development of mathematics teachers as they make the transition from preservice to experienced teachers. Collaborative learning environments were created for these teachers in their field-based classrooms during their last year in the teacher-education program. The authors anticipated that these learning…