The author presents a few discussion notes on the role and purposes of teacher centers as they function in the United Kingdom. (Author/SJL)

Teacher centers in Britain, developed in the early 1960s, direct course emphasis toward immediate applicability to teaching situations or to theory within a practical framework. Ideally, the classroom teacher is to serve as the primary resource person but, in practice, courses tend to be led by "specialists." (MJB)

Defines the concept of the teacher center, traces its development in three countries (Great Britain, Japan, and the United States), and draws implications for the school media supervisor. (Author)

Explores myths about British teacher centers. (IRT)

This document contains three sections each of which provides an overview of teacher centers and several case studies of individual centers in Japan, Britain, and the U. S. Although teacher centers tend to be diverse, those in England and Japan seem to have a describable national characteristic, Japanese centers tend to be large with regard to both…

Teacher Centers began less than ten years ago in England. The English Teacher Centers are governed by the teachers themselves and are financially supported by the local educational authority. The various centers have two functions in common: (a) curriculum development; and (b) inservice education. In the United States, there are at least 4,500…

This is a collection of six papers concerning teachers as innovators. The first is entitled, "The Types of Environment Most Likely to Favour the Active and Effective Participation of Teachers in Educational Innovation." It is concerned with the commitment of the teacher to permanent participation in the adaptation of the education system…

The author reports on a semester-long study of British teacher centers, an examination that includes purposes, structure, and administration of the British models, and a comparison of these models to current efforts in the establishment and operation of teacher centers in the United States. From the research undertaken, it is concluded that: (1)…

With teachers' centers in Britain taking the lead, centers have been created in many other countries including the U.S. This movement may now provide teachers with the opportunity to take charge of the curricula they teach and of their own professional destiny. (Author/GC)

The emergence, development to the present, and future trends of teacher centers in Great Britain are examined. The effects of political decisions, educational expenditure, the Plowden Report, curriculum review, social crises, and other factors on the ways in which teacher centers were organized and have changed are discussed. Problems and possible…

The paper reviews the involvement of the University of Leicester in the inservice education of teachers over recent years and indicates the reasoning behind particular kinds of development. It discusses the university's inservice role in the future, with particular reference to the government White Paper, Education: A Framework for Expansion.…

Observations, anecdotes and reactions resulting from a 3-month exploration of British educational approaches are presented. The people-centered approach, organic nature and local conduct characteristic of English primary education are also discussed. (SDH)

Teachers in England and Wales were asked about their use of teachers' centers and leaders of teachers' centers were asked about materials produced by the Schools Council. Hopes originally voiced for coordination between teachers' centers and the Schools Council in the dissemination of new materials have not been met. (IS)

Teacher centers serving teachers in Great Britain differ from those in the United States. London's University Centre for Teachers (UCT) provides a range of part-time inservice activities that result in various diplomas. The Philippa Fawcett Math Centre concentrates on improving mathematics understanding and instruction. Two other centers, the…