The experiences of two social scientists in developing and implementing a teacher inservice program on inquiry skills of teachers are discussed. Problems and successes of the workshop are analyzed. (DF)

Building from Holland's model of vocational choice, this study investigated the extent to which teachers' career satisfaction is related to selected skills, values, and professional accomplishments of those teachers. Career satisfaction was significantly related to teachers' professional achievements consistent with Holland's model and previous…

Cautions that teaching manuals preclude a teacher's instinct for individualized teaching, and addresses the issue of what teachers need to know about language, culture, and learning for effective reading instruction. (HTH)

Describes and interprets what 65 elementary and secondary classroom teachers revealed about the techniques and importance of generating student interest in content areas. Finds that generating interest was considered a major aspect of teaching, and the most successful technique was "hands on" activities, including doing, planning, and…

Issues related to two questions are explored in this article: How much liberal education is enough for elementary school teachers? Should teachers be required to major in one of the liberal arts? (IAH)

A list of teacher duties is presented, focusing on the broad areas of subject matter knowledge; instructional skill; assessment skill; professionalism; and other duties to school or community. The usefulness of such a list is discussed. (SLD)

Background: Over the past 20 years, a number of researchers have expressed concern over the lack of confidence and qualifications of primary school teachers to teach PE. Evidently, the influence of personal school PE experiences may play an important role in the development of teachers' confidence to appropriately teach PE. Most research that has…

In this study, 80 prospective elementary school teachers, having no teaching experience, were administered six Piagetian tasks in order to classify them as concrete or formal thinkers. They were then required to complete a series of teaching tasks consisting of two phases. Phase I required the subjects to prepare a lesson plan, arrange a series of…

Preparation, Orientation, and Induction of New Teachers (POINT) is a program of elementary teacher education at San Diego State University. It was planned cooperatively by 55 educators who concluded that a quality teacher education program should be built around significant teaching skills, rather than around mere completion of courses. Project…

In two experimental studies, the effectiveness of teaching skills are examined in the context of: (1) a specific teaching method linked to (2) specific curriculum objectives and (3) specific curriculum materials; the method and materials used are by (4) specific teachers and (5) specific students in a (6) specific instructional setting; finally,…

This paper presents a model by which research data may be used to develop inservice programs in reading, based on teachers' needs and receptivity. An instrument was produced in which skills thought to be essential to reading instruction were described by 34 competencies. Teachers were asked to rate themselves in the teaching of reading according…

This report examines the second phase of a longitudinal impact study of the Sixth Cycle Teacher Corps. Phase 1 focused on the relationship of intern background and Teacher Corps Program characteristics to intern exit characteristics. Its goals were to: (a) contrast teacher performance and pupil gains of graduates with those of control group…

Explores three questions that can serve to guide teacher education programs: (1) What should the teacher be able to do? (2) What experiences will help the teacher learn the information necessary to be successful? and (3) How should the experiences be organized? (Author)

Describes test instruments developed to measure teacher knowledge of reading with regard to specific skills in teaching reading, diagnostic ability, and knowledge of reading practices and instructional techniques. (GW)

Detailing both the gradual uncovering of the child's questions and the careful response of the teacher, the author emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn. (Author/CT)