Interviewed beginning teachers to examine their experiences and the extent to which their preservice programs adequately prepared them for teaching. Results revealed six conceptual and temporal states through which they passed during their initial experiences: archetype; approaching the gates; clearing the gates; the gloss wears off;…

Explored the experiences of a male student teacher who left the Marine Corps to student teach in a first-grade classroom, noting the gendered nature of the classroom and the preservice program. Using his student teaching journal, researchers analyzed critical incidents and highlighted ways that discourses of femininity were deployed in often…

Part of a comparative United Kingdom-Belgium study on adults in higher education, explored learning and teaching experiences of adult students and lecturers. Found that experiences are shaped by factors such as culture of the department, teaching styles of lecturers, and rigors of academic study. Adult students left the university with different…

Describes a theoretical framework for teaching and assessing critical thinking abilities as outcomes in an informal logic course, with emphasis on helping students to acquire, develop, demonstrate, and apply the requisite abilities. Aims to respond to the concern that critical thinking abilities are not sufficiently taught and acquired in an…

Examines literature on higher education pedagogy in the United Kingdom. Discusses how dominant psychological approaches promote a limited conceptualization of pedagogy as an educational "transaction," and an asocial construction of the learner. Criticizes certain approaches for reduction of pedagogic theory to professional rules for practice and…

Asserts that a positive link between university research and teaching can be due to processes of teaching and research rather than outcomes, and that student-centered teaching is intrinsically favorable toward a positive link, while more traditional teaching methods may at best lead to a positive link for the most able students. (EV)

Examines "problem" of student writing in higher education from perspectives of: (1) non-traditional student writers as they attempt to engage in academic writing; and (2) a cultural-historical tradition of scientific rationality. Sees "discourse of transparency" as a common frame of reference, whereby language is treated as ideally transparent and…

Explores whether there are continuities or differences between independent study and project work, using published commentaries, review of independent study degrees in the United Kingdom, and review of models of independent study and project work. Develops a new model, proposing that differences are primarily a matter of degree. Outlines value of…

Describes how the use of problem-based learning as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate development of nursing students' abilities to become self-directed in learning. Discusses the theoretical links between problem-based learning and self-directed learning. (EV)

Evaluated use of drama as a teaching method to familiarize nursing students with various scenarios of patient death. The combination of drama and group discussion was considered very effective by students, who requested more similar sessions. (EV)

Considers various ways in which teacher education outcomes are framed in research, policy, and the media, examining the impact of such framings on the role of teaching and teacher education in promoting democratic values and arguing that researchers and teacher educators must help shape the questions raised in the policy arena, as they strongly…

Presents findings from case studies of two states (Vermont and Indiana) that have been engaged in standards-based reforms of teacher education. Reported results emphasize the problematic influence that adopted standards may have on teacher educators' conceptions of teaching as well as on their openness to inquiry and dialogue about alternative…

Analyzes the Adey Report on National Standards and Guidelines for Initial Teacher Education regarding its potential contribution to Australia's teacher education reform, identifying the logic of its arguments and the context in which it places itself, discussing how it constructs graduates, exploring its goal of preparing a profession, and…

In this case study of discourses defining teachers and teacher education in Northern Ireland colleges, the dominant discourse frames teachers as objects of control. Three strategies are proposed for creating a border pedagogy which could redefine teachers and teacher education, concluding that teacher education must be a means by which educators…

Based on a review of trends in North American and Australian publications and public meetings from 1950 to the present, this article argues that teacher educators have been perceived more positively on college campuses as research on teaching and teacher education has become more widely disseminated, more methodologically diversified, and more…