Considers the British teacher center for inservice training a potentially useful model for the professional development of American teachers. The centers focus on teacher role expansion through training in curriculum development and implementation. (DP)

A description of Teachers' Centers in England; their characteristics, recent growth and development, objectives, in-service training and curriculum development activities, and an assessment of their strengths, weaknesses, and likely future. (EH)

Describes the purposes of the Center for Science Education at the University of Oslo as follows: to give help and advice to acting teachers; to make the staff at the university more aware of the needs and problems of the schools. Outlines the activities involved in fulfilling these purposes. (GS)

The basic purpose of helping teachers to enrich the curriculum of their own classrooms is a common bond between teacher centers where teacher participation and individualized training develop professional creativity, and emphasis is placed on the fact that the major influence upon children's schooling is the teacher. (JD)

The objectives of this study are to determine the relationship of curriculum development and inservice activities in British teacher centers under real and ideal conditions, the effects of selected organizational variables on centers, and the degree of teacher involvement in programs. Data were collected from 58 teacher center directors and from…

California State University, Chico (CSU, Chico) has had a teacher center program underway for two years. By coupling the concept of centers with the traditional California requirement of a fifth year of professional training for preservice teachers CSU, Chico has designed, within a 70-mile radius of the campus, 14 teacher training centers, each…

In a structured inservice program, implemented by professional staff, teachers are required to participate a minimum of 48 hours per school year in workshops, seminars, and courses with the goal of individual and curricular improvement and professional advancement. (JD)

Teachers' centers have been established in England and Wales for the purpose of curriculum development and inservice teacher education. The philosophical basis for the centers are the principles that the motive power in curriculum development should come primarily from local groups of teachers accessible to each other and that there should be…

This bibliography on continuing education for teachers covers a period of approximately five years, and is partially annotated. Some of the entries are available through ERIC and are listed with their ED numbers. The bibliography is divided according to the following subtopics: (1) competency-based programs; (2) continuing education in general;…

The first Teacher Center in Minneapolis was developed in 1972 to meet the training needs of faculty and parents in the Southeast Alternatives sector. A year later, the center joined with the University of Minnesota and began to participate in new curriculum development at both the school and college level, blending preservice and inservice…

The Portal School concept envisions a group of schools established in school systems that work closely with a university and that desire to participate in teacher education. This monograph represents a collection of experiences shared by initial developers of the Portal School strategy -- Florida State University, the University of Georgia, and…