This article describes changes being introduced in Norwegian colleges of education regarding the training of English teachers. Traditional divisions (phonetics, language, culture, literature, etc.) are being replaced by a theme-based approach, in which students are obliged to use English and are more actively engaged in the learning process. (IAH)

This self-study was designed to explore problem-based learning (PBL) as an instructional approach in the context of a pre-service science education methods course. Through the development and implementation of PBL curriculum, the author's goals were to improve her classroom practice and her understanding of that practice, to contribute to the…

Reports results of survey of teacher training institutions in the United States and Canada to determine training that prospective English teachers receive in the educational uses of computers. Highlights include the use of computers in English methods courses, attitudes of faculty toward computers, and use of computers in schools where student…

This article discusses a review of teacher education courses by the British Department of Education and Science to determine which courses confer qualified teacher status. A classification of professional studies for Bachelor of Education courses was proposed, dividing professional knowledge into propositional and practical knowledge and…

Experience with materials developed by the Mathematics Teacher Education Project has shown that these resources of teaching methods and suggestions can be used to assist student teachers in their first field experience and in the final term as a means to coalesce and focus on specific teaching strategies. (FG)

Describes current programs and practices in training of modern language teachers in Latin America on the basis of visits to institutions in several countries, interviews with instructors and students, and program description materials. Sees a need to develop communication and a sense of professional identity among the members of the profession.…

Describes a study conducted in a core French methodology course, designed for generalist core French teachers. Describes the challenges generalist core French teachers face, and examines the ways in which students evolved and changed as professionals and as educators during the course. (Author/VWL)

A social studies methods course for preservice Inuit student teachers in Canada mediated between the knowledge and professional skills required of social studies teachers as presented in the textbook and the knowledge brought by the Inuit students. Using genealogy, concept webs, and timelines, the instructor gave Inuit knowledge as much weight as…

The purpose of this study was to enhance the reflection of pre-service science teachers by infusing museum resources and context into a methods course. Qualitative methods were used for data collection from 21 students who took the course. The data sources came from field notes, reports, diaries, and interviews. The findings showed that when the…

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

Considers individual and professional assumptions about teaching and discusses the relationship between methods courses and actual student teacher (ST) performance. Transcripts of ST performance from videorecordings are used to analyze behavior of STs and pupils in class and can be used as references in a methods class. (Author/LMO)

Briefly described is Project Impact, a British project which (1) developed and evaluated a modular diploma for teachers of students with special educational needs; (2) developed and evaluated short courses on special educational needs; and (3) conducted a follow-up study of a course on behavioral methods of teaching students with severe learning…

Describes how learner diaries were used as a means for evaluating a teacher-training course. Records how data from the diaries was categorized and interpreted, and discusses some of the issues for this particular type of course that the evaluation has revealed. (Author/VWL)

This article is concerned with the different ways in which teacher education pedagogic discourse is structured, and the potential of different types of structure to successfully induct student teachers as effective practitioners. The article uses Bernstein's concepts of classification and framing as axes of variation in describing different types…

The purpose of this 2-year study was to investigate Malawian teacher educators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of…