Provides a rationale and framework for promoting critical reflection in teacher preparation, focusing on what critical reflection is, whether and how reflective practice can be taught, constructivist methods, dialogue as a form of teaching, action research to nurture reflective practice, and writing as a tool to encourage connections between…

Drawing on a study of an experimental teacher education program, the paper recommends changes that prepare new teachers to assume greater leadership responsibility, particularly for collaborative curriculum design and implementation. Teacher educators must model these practices in teacher education coursework. A pedagogy of collective action…

Describes six rubrics for appraising the assessments teacher interns create and use in student teaching. The rubrics help teacher educators make judgements about student teachers' knowledge and skill in developing assessments. The six criteria are: alignment with learning outcomes, clarity/understanding of assessment, reliability, feasibility,…

Teacher educators can help prepare future educators to teach homosexual students by creating safe environments for homosexual students, providing positive role models, selecting relevant curriculum and activities, providing information and training for faculty, securing relevant library holdings, and conducting research on homosexual students.…

Teacher educators can exploit a variety of types of teacher narratives to help develop new and veteran teachers. This paper explains the significance of the second self and details five narrative forms (the narratives of social criticism, apprenticeship, reflective practice, journey, and hope). A final section describes how to use narratives of…

Describes two teacher-preparation programs at California State University, San Marcos, that integrate action research. The paper highlights models for implementing action research and presents four examples of action research through the voices of preservice teachers. Preliminary findings suggest that both preservice teachers and supervisors…

Discusses the use of focus groups and surveys to examine the characteristics and needs of nontraditional teacher education students, explaining the importance of open lines of communication among students, faculty, and college administrators to ensure successful programmatic implementation. Data from Bradley University nontraditional students…

Collaboration is a complex issue that is crucial in education and teacher education. This paper examines factors important in collaboration (interactive exchange of resources, decision making, problem solving, conflict management, interpersonal communication, cultural influences, and systemic influences) and discusses benefits of and barriers to…

Examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. (SM)

Describes a project that combines technology, teacher education, and the use of manipulatives for mathematics instruction to enhance the professional development of prospective teachers. The multimedia developed in the project are a means of bringing the classroom environment to the university to facilitate discussions about prospective teachers'…

The successful establishment of a nationwide system of IGE networks has greatly facilitated the widespread use of the IGE method of teaching. (LH)

A variety of methods to create a simulated environment in which preservice teachers can acquire valuable noninstructional skills is described. (LH)

Several in-service models are presented including a provision of services model, job maintenance model, personal development model, and three problem-solving models. (JMF)

Question clusters related to staff development content delivery are used to develop programs that will result in more productive professional development. The questions determine the focus of programs, analyze the target audience, discuss the selection of delivery modes, and identify future directions. (JMF)

This paper describes the interface between mental health and education and highlights the training needs of the mental health consultant in learning to work with schools and those of teachers in accepting and using mental health input effectively. (Author/JMF)