Section archive - Instruction in Teacher Training

The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'

New methods are replacing or complementing traditional lectures at higher education. These are problem-based learning, group work, project work and fieldwork. The purpose of the research was that the teacher learned doing research, and can learn about group process and how they can be established and maintained.

The article reports on a case-study of learning and academic achievement in engineering education. Orals exams were used, interviews were conducted, and patterns of learning strategies were learned. Self-monitoring were utilized by successful students.The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference

The article describes research in mathematical knowledge that useful in mathematical teaching. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity.