Discusses the legal structure of policy boards relative to Teacher Centers and the normative processes that become institutionalized as Teacher Centers are formed and become operational, i.e., the communication patterns, linkages, ways of working. (Author/RK)

Explores the manner in which Teachers' Centers in several countries (Japan, England, Denmark, Sweden, France, Spain and Australia) have evolved in ways that are consistent with the sociological or ideological environment in which they exist. (Author/RK)

Suggests that there exist great potential and much professional support for practitioner involvement (teachers, students, and administrators) in generating knowledge (creating new understandings of what is occurring in our experience and why) from field experience and that the probable consequences noted when practitioners become involved in…

Attempts to describe the rationale for Teacher Centers as well as its promise as a model for inservice education. The advantages and disadvantages of this concept from the perspective of colleges of education are also discussed. (Author/RK)

This research reviews the cooperative endeavors of American educators, thus supporting the idea that there is a strong basis for institutions and agencies to voluntarily cooperate with one another in the training of teachers through teacher centers. (Author/RK)

Reports on how teachers are involved in Florida's teacher centers and what teachers have to say about the accomplishments and problems of those centers. (Author/RK)

This article discusses the social and educational conditions that have supported the development of teacher centers, using a perspective from social anthropology, Malinowski's "functional" theory of institutions. Teacher centers are seen as a reflection of growing teacher power in a climate of shifting authority structures. (SJL)