This article focuses on Lisa Wilson's recent teaching experiences at the School of Dance, University of Cape Town (UCT), where dance pedagogy courses are established curricular components of its two undergraduate programs, the three-year Diploma in Dance Education (DipEd) and the four-year Bachelor of Music (BMus) degree in dance. The DipEd…

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

Post-secondary business teacher educators strive to prepare student teachers for the classroom. However, post-secondary teacher educators must seek the input of experienced secondary teachers to assist them in developing such prepared student teachers. Secondary business educators in a southeastern state were surveyed to obtain data in the areas…

This paper describes the evolution of a model for expanded teacher education initiated by the Minnesota School Science and Mathematics Teaching Project (MINNEMAST) and later developed as an experimental college-school project (called Project Interface) within the Division of Elementary Education at the University of Minnesota. The report details a…

The distinguishing feature of the secondary level language arts methods course at the University of North Florida is that all readings, assignments, and class activities are designed to promote the highest possible degree of student participation in and responsibility for the learning process. Underlying all course activities is the premise that…

This paper offers suggestions about the content and organization of a foreign language methods course. It begins with a list of basic skills that must be taught: (1) directing a pattern drill, (2) teaching a concrete word, (3) teaching an abstract word, (4) teaching a short dialogue, (5) teaching a contrastive structure in morphology and syntax,…

Key features of an intensive one-semester clinical program for preservice teachers are: (1) concurrent methods courses and fieldwork (student teaching); (2) dual roles (instructor and fieldwork supervisor) for core faculty; (3) teaming of core faculty; (4) peer group support--because students are placed in clusters of 3-10 at a school. (IAH)

This article describes a course-specific model for organizing field experience in the teacher education program at Morehead State University. Students in an elementary social studies methods course had class and field experience within the same public school. Guidelines for effective collaboration between the university and the school are…

This article discusses the conceptual framework, methods courses, student teaching component, and evaluation results of the science teacher education program at University of Iowa. (IAH)

This last volume of a 4-part report reviews the secondary division program of the acroclinical semester, an accelerated experience designed to correlate methods instruction (including theory) as closely as possible with student teaching (the practice). Each of 15 sections deals with 1 program element; most sections include discussion of the…

An effective junior-year student teaching program in elementary education was designed that combines application of theory learned in methods courses with practical school experience. The objective was to prepare education majors for student teaching and to give them an opportunity to evaluate themselves and the prospects of a teaching career.…

Research on teacher education lacks a tradition of studying the content and instruction within exemplary professional courses. This article explains how a subject-specific methods course addressed prospective teachers' apprenticeships of observation using modeling and overcorrection. The course helped students acquire a technical language and…

This study was conducted to answer three major questions relative to undergraduate preservice secondary education programs: (1) What courses in pedagogy are required of all secondary education majors and how many credits are awarded in each area? (2) What are the current practices relative to student teaching credit and evaluation? and (3) How…

Discusses a model program at the University of Northern Colorado for preparing secondary geography teachers. Asserts that the program's key feature is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the geography teaching methods course. (CFR)

Section 1 of this report reviews the background planning and basic program components of the elementary division acroclinical semester, a 16-credit hour accelerated program designed to correlate instruction in professional methodology with the psychology of learning and student teaching. Section 2 details more fully the scheduling of the 9-member…