Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers' practical knowledge. The purpose of this article is to conceptualize teacher action research as "Bildung," applying Gadamer's philosophical hermeneutics as a theoretical…

This paper outlines and discusses in-service programs that involve cooperative efforts on the part of universities and school districts. (MM)

The author recounts her experiences in serving as a resource person setting up a mainstreamed program for a seventh-grade girl with multiple disabilities. The need for inservice training so that all personnel involved are aware of the circumstances of the disabled student is stressed. (PHR)

Special education staff development activities in Maine are listed, and ways to serve Maine's rural areas are described. Long range goals in Maine's Comprehensive System of Personnel Development (as required by P.L. 94-142, the Education for All Handicapped Children Act) are listed for collaboration, needs assessment, resource/data collection,…

Most school systems fail to provide appropriate conditions for training employees. Individualizing staff development is an effective approach, although it requires a strong commitment by both teachers and school districts. Options of a program, the time involved, and cost are discussed. (MT)

Questions and answers about staff development examine: what it is; why it is important; what teachers did not learn in college; collaboration; funding; connections between staff development and student learning; indicators of effective staff development; and improving staff development quality. Data come from six key national reports on…

Competency-based in-service education programs are put forth as an effective way to provide systematic training for special education teachers. (MM)

Paraprofessionals in special education play an increasingly important role in schools in such diverse areas as coach for a group of trainable mentally retarded adolescents and parent worker at a center for seriously emotionally disturbed students. (PHR)

The International Symposium on Further Education of Teachers of Handicapped Youth involved 79 specialists with the goal of examining concepts of further education in individual European countries. Two basic problems were formulated--the necessity of further (life long) education of special education personnel and the need for international…

NIE feels that it has an important role to play as contributor and participant in the process of mediating the respective needs and expertise of the various constituent groups involved in in-service teacher education research. (JMF)

Presents the enneagram as a tool to identify one's personality type, leading to increased self-understanding and the ability to communicate with others. Describes staff inservice sessions for faculty and administration to identify personality type, discuss "hot buttons and openers," and elaborate on implications for work relationships.…

Education requires continuing renewal of members to retain and increase its rigor and artistry. The article examines hallmarks that demonstrate that educators meet the criteria necessary and provide justification for ongoing professional development. Programs must focus on professional competence to guarantee students a safe, stimulating,…

Universities, being asked to train academic staff in teaching methodology, are confronted with the need to balance competency-based training and academic education, to avoid overloading staff time, and to reconcile internal and external requirements. Scotland's Robert Gordon University has found ways to deal with these competing demands. (SK)

The author's company, Autodesk, Inc., developed and implemented a model industry-based training program for teachers of computer-aided drafting. (CH)

The authors are concerned that vocational teachers have not educated themselves and students for technological advancement. They discuss the problem and offer solutions in the form of (1) cooperating with the business community, (2) returning to the workplace, (3) participating in inservice workshops, and (4) planning course materials for skills…