The attitudes of 193 teacher candidates at a rural university toward teaching in urban schools were studied. In spite of their lack of experience and preparation for teaching urban students, many were willing, although not eager, to teach in urban schools in order to have a job. (SLD)

Examines the questions and the key elements of the collective and individual responses arising from five teachers who discussed the success of the Boston University/Chelsea (Massachusetts) school system partnership. Changes in their expectations, their positive experiences and disappointments, and their views on what they have learned are each…

Inductive analyses of the journals of eight elementary, cooperating teachers revealed several consequences of having student teachers, including interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting teachers' time and energy. (IAH)

Several members of the Sequoia Foxfire Teachers Network in California discuss their teaching experiences in multicultural classroom settings, including issues of empowerment and democracy, difficulties in communicating with children who have different language and cultural backgrounds, problems in developing a sense of community among students,…

Beginning health and physical education (HPE) teachers in rural and urban secondary schools in Australia shared concerns surrounding the status of HPE, HPE teachers' responsibilities, the routine nature of HPE teaching, sexual harassment, and public scrutiny of HPE teachers' lives. Suggests that teacher education programs address the problematic…

This study examined the effectiveness of formal teacher education on student teachers' conceptual repertoires concerning teaching, using two main constructs (dimensions of teaching and types of knowledge used in making teaching decisions). Interviews with first- and third-year student teachers indicated that formal teacher education had…

Student, beginning, and experienced teachers viewed a videotape of a first grade teacher in action. Researchers compared their written responses to questions about classroom management, teacher-student interactions, and use of student knowledge. They found few differences between student and beginning teachers. Experienced teachers better…

Explores what constitutes an explanation for a science teaching event, noting conceptual-analysis-of-teaching and task-analysis approaches. Examples of various categories and distinctions are provided, drawing on data from pre- and postlesson discussions of an experienced teacher's seventh grade science lesson. The Science Teacher Thinking…

Reports the results of returned surveys of biology instructors (n=44), chemistry instructors (n=20), and personnel officers (n=19) in the North Carolina Community College System. The instructor survey concerned the type of courses taught, the academic preparation of the instructor, and the perceived value of secondary teaching. (PR)

Discusses the relationship between teachers' espoused beliefs and beliefs in action, examining two beginning teachers' first-year experiences and the contrasting beliefs they articulated over time. Working conditions strongly affected the teachers. They developed beliefs about teaching and learning during preservice education that were unrelated…

Presents portraits of six parents who became involved as avocational teachers in synagogue schools. Traces avocational teachers' public commitment to school and personal renewal as Jews. Provides a closer look at the powerful impact that teaching and learning had on participants' views of themselves and their relationship to Jewish texts. (DSK)

Examines the cognitive basis of one experienced English-as-a-foreign-language teacher's instructional decisions in grammar teaching. Based on extensive classroom observations and interviews, the article describes the teacher's personal stores of knowledge, beliefs, assumptions, and attitudes that affect his instructional decisions. (Author/JL)

Novice to expert teachers were tested for ability to judge student comprehension from nonverbal cues. Participants observed classroom videotapes, completed discussions with and without feedback, and made judgments. Experts made more accurate judgments, especially with feedback; were more confident of judgments following feedback; and had holistic…

Presents an account of a teacher's first year of teaching, focusing on her central metaphors for teaching. The metaphor "teacher is buddy" represented a driving force in her thinking about teaching and working in the classroom. The article discusses the benefits of using metaphors as windows into beginning teachers' thinking and…

Documents a conversation among five teachers regarding the conceptualization and application of curriculum integration. Drawing on recent research about the emergence of curriculum integration, the article establishes some perceived obstacles to and benefits from such integration, highlighting the teachers' observations on their ability to…