Teacher education programs should acknowledge their students' vulnerabilities and perceptions of relevance by developing a collaborative inquiry approach to encourage reflection through three foci: the approach to research; the relationship between professional collaboration and the quality of reflection; and the contradictory responsibilities of…

This study identifies the expectations and problems of university supervisors of early field experiences. Three broad categories of problems factors emerged. These are dimensions of professionalism, program control, and institutional problems. Implications for structuring field experiences are discussed. (Author/MT)

A sample of 578 bachelor of education students randomly chosen from three Nigerian universities were surveyed during the 1982-83 school year to determine the social origins of student teachers in Nigeria. Findings are presented. (Author/MT)

This paper reports on a preliminary analysis of teacher training and higher education enrollment patterns in eleven Islamic countries. The effect of the Islamic fundamentalist movement on teacher education is discussed. (Author/MT)

Selection for entry to teacher training and to the teaching profession is receiving close attention in Scotland. This article describes the Criteria for Teacher Selection (CATS) project and its use in screening candidates for teacher training. Problems and issues are highlighted. (Author/MT)

This article describes initiatives taken recently by an English college of education, aimed at training teachers to be knowledgeable and skilled in providing equal educational opportunities for boys and girls. Other studies and theories of change are reviewed. Issues arising from the program are highlighted. (Author/MT)

The author describes the early field experience program at Washburn University designed to help preservice teachers become more reflective, experimental, and empowered as curriculum developers and implementors. (Author/MT)

A review of five key aspects of microteaching indicate that problems in program design and practice in the First World also may become endemic in the Third World. Exploitation of the literature, however, could bring microteaching in both contexts closer to its potential. (Author/MT)

The conceptualization of teacher education as a socialization process focuses attention on the more covert aspects of professional development such as self-esteem and confidence. Using the Coulter/Elsworth semantic differential instrument, this study measured shifts in student teacher professional self-perception in order to evaluate the…

After a period of teacher shortages, Portugal now faces teacher surpluses. Due to concern for quality and regulation, a national accreditation board was created in 1998. Currently, teacher education is conceived in a more holistic, systemic way, with increasingly more teachers having access to further education and becoming involved in research…

Examines changes in the use of the word pedagogy over time, discussing its use to refer to a rigorous, applied science which considers how humans learn and teachers teach. The paper notes that currently, pedagogy means whatever teacher educators think it means, and this problem is a consequence of authors not observing the most elementary…

Describes the development of a community of inquiry within an elementary teacher education program, examining conceptual tensions arising from the various understandings participants had of community and inquiry. Instructors viewed inquiry as the central purpose of community. Some students considered mutual support paramount, and others believed…

Reported in this paper are the observations and beliefs of educators in England, Scotland, and the Republic of Ireland pertaining to the performance of U.S. student teachers in the schools of these nations. Recommendations to student participants and U.S. teacher educators for the improvement of overseas teaching experiences are made. (Author/MT)

This article argues that studies of student teaching as an occasion for learning to teach have mistakenly ignored the role of program content and contexts in the socialization of prospective teachers. (Author/MT)

A methods course which allowed students to choose authoritarian, autonomous, or democratic approaches to learning is described and evaluated. Outcomes from both the learners' and the tutor's viewpoint are given. (Author/MT)