Contends that research on teaching of social studies methods courses neglects significant topics such as whether or not attitude changes are reflected in teaching methods and the relationship between methods courses and the broader teacher education program. Recommends a broader conception of research. (CFR)

To determine how college instructors evaluate student learning in their reading methods course, a questionnaire was administered to 15 instructors of elementary, and 11 instructors of secondary, reading methods courses. The instrument was divided into five sections for the purpose of collecting the following data: (1) course design and components…

This book is based on the premise that, although many professional organizations and the public are concerned about how teachers are prepared for their profession, this concern is not reflected in research about teaching methods classes. By presenting findings about the educational experiences of preservice teachers, the book aims to generate…

Many believe that whether teachers teach students to "do" science, teach about science, or teach about technology instead, science teachers should be as culturally literate about science as possible. Also, it is believed that a philosophy of science course which uses history of science, some normative epistemologies, practical examples, and…

An educator who teaches physics to grade 12 students and a physics curriculum and methods course to preservice teachers analyzes the impact of context on teaching practice. A paper by A. Richert titled "Voice and Power in Teaching and Learning To Teach" is used as the foundation for interpreting the author's experience of teaching…