This paper brings together and examines several of the better known developments in the field of simulation as an instructional alternative in teacher education. Six examples of simulation in preservice and inservice teacher education are described. Each description includes information on the purpose and form of the simulation, how to use it, its…

The question of how the abilities of teacher educators can be identified and what these abilities should be is addressed. The following five ways of identifying abilities are discussed: (1) performing a task analysis of what teacher educators do; (2) determining what effective classroom teachers do and preparing teacher educators to produce…

This bibliography lists 130 books, articles, reports, theses and other papers--published and unpublished--on the topic of simulation. Dates are from 1953-1969, most of them since 1965. (JS)

Reviews the use of simulation in teacher preparation, with descriptions of the extent and the nature of such use. Data are taken from the reports of surveys conducted by Johnson, 1968; Sherwin, 1973; and Kuuskraa et al., Morra et al., and Joyce et al., 1977. Thirty-six references are listed. (Author/CMV)

The proposals from 27 of 34 applicants for Phase II of the USOE Comprehensive Elementary Teacher Education Model (CETEM) program were reviewed to determine 1) what kinds of institutions participated, 2) how responsive applicants were to guidelines, 3) which Phase I programs Phase II applicants found most useful, 4) what were some major and common…

What should be done to improve the critical thinking skills of preservice and inservice teachers is outlined. (MT)

A major responsibility of teacher development should be to make teachers wiser, to help them develop good habits of thought, and to provide them with valid learning situations that initiate and provoke reflection. Impediments to providing such preparation are enumerated and alternative activities to encourage reflection are listed. (MT)

Most teachers claim that they are not prepared to teach the elements of the everchanging curriculum. Some suggestions for remedying this situation are presented. (Author/MLF)

This study was undertaken to (a) identify and verify a subset of educationally significant events, (b) analyze the events grossly, (c) suggest how the events could be captured and recorded, and (d) suggest a way by which potentially useful theoretical knowledge could be identified and employed. An ancillary concern was to develop instruments which…

Research on protocol materials (PMs) for teacher preparation is discussed. PMs are audio, visual, and/or written records of some important classroom- and school-related events accompanied by theoretical knowledge that illuminates the event. Incorporation of PMs into teacher education needs to be researched further. (TJH)