Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE…

As long as there have been teachers, there has been an expectation that they be of good character and model virtue. The author describes developments in the thought about teacher dispositions and identifies specific shortcomings in the effort to define and assess them as part of teacher education program accreditation. Virtue ethics as an…

We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well…

This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development…

Knowledge of learners' assets beyond the traditional structure of school can provide preservice teachers with essential gateways to connecting learners with the content to be studied, and with forming beneficial social relationships that can enhance learning. This article describes ways that preservice teachers responded to community-based…

Question clusters related to staff development content delivery are used to develop programs that will result in more productive professional development. The questions determine the focus of programs, analyze the target audience, discuss the selection of delivery modes, and identify future directions. (JMF)

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

The historical development of teacher education in Japan is highlighted. Similarities and differences between past and present Japanese and American teacher preparation practices are analyzed. Japanese efforts to modify and use Western pedagogical concepts are described. (MT)

Although teacher training institutions have made some adjustments in their programing to include special education courses for the nonspecialist, widespread changes are not in evidence. (LH)

Sound organizational processes in administrative and academic units in schools of education enable personnel to gros and develop personally and professionally. (JD)

Effective improvement of accreditation standards for teacher education institutions must deal with deeply rooted problems such as inadequate educational finance and staffing. (LH)

One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…

The role of college of education faculty in public school staff development is discussed. (JD)

The successful establishment of a nationwide system of IGE networks has greatly facilitated the widespread use of the IGE method of teaching. (LH)