Describes an approach to supporting student teacher belief change via self-regulation and metacognitive awareness. Study teams of Dutch student teachers worked in a self-regulated manner on problems they selected. When actively involved in inquiry-oriented and reflective learning and encouraged to discuss and exchange thoughts, they became…

Introduces a series of papers on new developments in science and mathematics teacher education in Europe, explaining teacher thinking and conceptual change as related to science and mathematics teacher education. The papers emphasize existing conceptions held by student teachers, preservice courses that include the development of student content…

One Swedish university designed a program based on problem solving to make student teachers more reflective about mathematics teaching and learning. Student teachers work cooperatively in small groups, with teacher educators facilitating. Preliminary evaluation suggests the program helps student teachers develop insight into the complexity of…

Investigated stresses confronted by Portuguese secondary mathematics teachers during the first semester in a master's course, Perspectives on Mathematics Education, noting how they negatively affected teachers' self-confidence and morale and discussing fundamental issues teachers addressed in bridging the academic mathematics and mathematics…

Provides an analysis of student teachers' lay theories of teaching and teaching identities, assessing their implications for student teachers' and teachers' professional development. Discusses themes that emerged from an analysis of interviews with beginning student teachers (personal identity and teaching archetypes, student teachers' metaphors…

Examines the question of stability and change in student teachers' beliefs, arguing for an embedding of the question of stability and change of teachers'conceptions of learning into a specific epistemological standpoint. Illustrates the embedded relationship through a case analysis that shows how, from a constructive perspective, changes in…

Describes leadership models that evolved during 15 different two-year lead teacher professional development programs in science and mathematics. Analyzes multiple data sources and discusses the views of leadership that emerged from the professional development activities conducted at each site. (Contains 50 references.) (Author/WRM)

Describes prospective teachers' conceptions of what one needs to know to be a chemistry teacher at the German gymnasium, and compares their conceptions with those emphasized by the university they attend. Hypothesizes that preservice teachers' conceptions suggest a nested model of knowledge needed for chemistry teaching. (Contains 30 references.)…

Focuses on the behaviors and experiences of beginning teachers as they face the task of teaching science on a regular and extended basis for the first time. Finds that experiencing success appeared to be a major contribution to effective science teaching by beginning teachers. (Contains 31 references.) (WRM)

Describes a case study of one teacher's interpretation of "inquiry science teaching" in her fourth grade classroom. Finds that the collaborative development of inquiry teaching that worked for this instructor was a delicate process of the negotiation of meanings for inquiry. (Contains 20 references.) (WRM)

Discusses an innovative process that was used for engaging prospective teachers in collaboration and reflection on their learning as they developed a multi-media portfolio. (Contains 15 references.) (WRM)

Discusses how this journal has made considerable progress in describing and understanding individual mathematics teachers' growth and development. (ASK)

Describes two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum. Indicates that each teacher attributed difficulties with students' cooperative work to the amount of structure and direction offered by the problems. (Contains 38 references.) (Author/ASK)

The way teachers understand mathematics strongly influences their teaching and what pupils learn. Describes the influence of two variables on preservice teachers' performance: (1) the presence of a formal definition; and (2) previous classroom activities that addressed the concept of the altitude of a triangle. (Contains 30 references.)…

Describes the Maryland Collaborative for Teacher Preparation (MCTP) internship program, including the rationale for and structural features of the program. Highlights the effects of the internship experience on preservice teachers' conceptions of and beliefs about the nature and processes of mathematics and science, and the teaching of mathematics…