This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s.…

The T. F. Davies Teacher Center of the Bradford Metropolitan School District in Yorkshire, England, is described in terms of development, operation, curriculum, and resources. (MP)

Teachers' centers were developed in England and Wales, and although American educators have been quick to adopt words such as teacher center and resource center, they do not understand the basic of teachers' centers. In England and Wales, the centers are established in response to very subjective local teacher needs. Teachers' centers for primary…

Local physical facilities and self-improvement programs organized and run by teachers for purposes of upgrading educational performance. (Author)

Discusses topics and issues related to the preservice and inservice training of mathematics teachers in England. The role and uses of teacher centers are included, noting differences between the use of centers by elementary and secondary teachers. (JN)

Subject-centered conventional education of teachers in the U.S. should be augmented by the growth open to teachers in the informal and innovative atmosphere of teacher centers that develop talents and confidence in the individual and emphasize the more child-centered view that is held in British schools. (JD)

Proposes changes for the existing educational scene within the Chemistry Teachers' Centres. Curriculum changes, change in institutional patterns, and other teachers' centres are discussed. (EB)

The basic functions of teacher centres now are to help teachers in curriculum development and solving classroom problems, to serve as information centres, to back up resources of schools, and provide social and professional interchange between teachers; it is hoped they will grow to provide broader views of the philosophy and practice of teaching.…

This book is a collection of articles which discusses and describes teacher centers in the United States and England. The articles are grouped into ten chapters, each with an introduction by the editor. The first chapter discusses the rationale for the development of teacher centers. The second chapter gives an overview of teacher centers in the…

Problems of turning theory into practice have made it difficult to apply research findings to language teaching. The student variable factor calls for knowledge of theory and flexibility in the teacher. It is the function of the AVLA to bring research findings together and make them available to language teachers. (CHK)

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…

A brief overview of the mainstream of development in English primary education in the last 10-15 years is presented and linked to broader educational developments that have facilitated the establishment of teacher centers. (MM)

This paper outlines the growth and development of teacher centers in England. These centers grew out of a general dissatisfaction on the part of classroom teachers with existing inservice programs. It was the feeling that certain priorities for teachers were being overlooked, such as methods of dealing with learning difficulties, class…

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…