Describes how a teacher education course with a strong clinical component can help preservice students acquire problem-solving teaching strategies. After summarizing the characteristics of classroom teachers who use the model, the article discusses the key elements of a teacher education course designed for the development of such teachers. (SM)

Study examined the impact on primary teachers of portfolio assessment. Teachers received training and used the portfolio process. They were interviewed on thought processes related to portfolio assessment and resulting changes in teaching style. Implementation of the portfolio process on classroom activities had a positive impact: teachers felt…

Middle grades teachers and academic deans were surveyed about professional preparation programs, what improvements were needed, and how preservice programs and certification requirements were responding. Half of the teachers and most of the deans believed the programs prepared people adequately. Teachers wanted more preparation on adolescent…

Describes how the Department of Secondary Education at Brigham Young University (Utah) improved and benefited as the unit to which it belonged engaged in a self-study to fulfill the National Council for Accreditation of Teacher Education accreditation standards. (SM)

Compares Goodlad's 1990 postulates on teacher education reform and the National Council for Accreditation of Teacher Education standards, examining the compatibility of renewal efforts and commitment to national accreditation. The article suggests that reform and required changes will result in programs that meet national standards of quality and…

Proposes a model for consideration by the National Council for Accreditation of Teacher Education in accrediting teacher education programs. The model uses outcome-centered accreditation, judging success of teacher preparation programs on the basis of broad outcomes. The article presents suggested standards for an outcome-centered model of…

Teacher education programs preparing for national accreditation must develop and represent knowledge base models used in curricula. Auburn University's College of Education devised decision seminars, a systematic review process that lets each program be represented according to its own professional knowledge base, assisting in quality assurance…

To help institutions meet National Council for Accreditation of Teacher Education standards, the article presents a research-based accreditation self-study process model incorporating three factors: recognition that program improvement is worthwhile, a well-designed curriculum benefiting from continuing improvement and a strong knowledge base, and…

Shares a model for a teacher education portfolio, presents reasons why portfolios might be useful for assessment in teacher education programs, delineates characteristics of an educational portfolio, and describes how to design and develop portfolios. Also includes case examples. (SM)

This study investigated student teachers' beliefs about teaching and learning, examining how prior beliefs were affected as students progressed through their programs. Observations and interviews at three different times indicated subjects maintained their personal philosophies of teaching and learning and their original metaphor(s), though their…

Examined student teachers' developing knowledge about the nature of well-remembered classroom events and the forms and patterns of the events under different conditions. Analysis of periodic interviews with two elementary student teachers indicated the teachers formed different understandings of their experiences and followed different conceptual…

This study examined a teacher's first and fifth year of teaching, focusing on continuity and change in teacher development. Interviews and observations investigated the paths of her development as a teacher and found that she had developed significantly and positively over the five years. (SM)

Describes problems of and lessons learned from the University of South Carolina's restructured preservice literacy methods course that encouraged and supported reflective inquiry and practice in literacy teaching. The course included an after school literacy tutoring program for at-risk children and parents. (SM)

Describes a beginning secondary mathematics teacher's professional growth before and after teacher education. Interviews, observations, and analyses of videotaped lessons suggest that, if teacher educators want to increase the power of professional preparation, they should strengthen the relationship between academic learning and practical…

Describes how Educational Testing Service staff addressed student diversity and teacher equity in developing innovative classroom performance assessments for beginning teachers. The process involved articulating a conception of teaching and learning, creating valid performance assessment criteria, and developing a system for training local…