Describes the current situation of teacher education in Hong Kong, focusing on: the education system and its basic structure (governance, structure, and provision); the teaching profession (teacher registration and entry into the profession, inservice and preservice teacher education, and teacher education provision); and new trends to improve…

Surveys all State Departments of Education to determine course requirements in reading for teachers seeking certification at the middle or high school levels. Finds that 47 states and the District of Columbia now require either specific coursework or have established a competency in reading methods for all or some of their middle and high school…

In 1999, a committee from Arkansas Tech University's School of Education began the development of an exit portfolio for assessing and providing feedback on university programs and student interns. The use of the portfolio as an outcome-based assessment offers unique information not available through traditional testing. The developmental phase…

Research indicates that teachers are the main influence on student achievement. However, standards and accountability related to teacher preparation, certification, and competencies are inconsistent. The National Council for Accreditation of Teacher Education has developed a more rigorous system of standards and procedures for teacher preparation.…

Suggests that teacher education faculty are not taking sufficient care in preventing weak, incompetent student teachers from attaining state licenses, noting factors contributing to the problem (e.g., the concept of incompetence is not sufficiently clear), placing incompetence on a continuum of teaching behaviors from criminality and malpractice…

Provides a theoretical discussion about the process of creating a professional code of ethics for educators. Discusses six key issues and questions, introducing the development of a code of professional ethics and the complexities the code should address. Includes references. (CMK)

Responses from 291 Chinese students and 12 expatriate English teachers indicated that 83% of teachers felt methods and content did not meet student expectations; 58.4% believed they combined Chinese and Western methods. Most students appreciated exposure to native speakers, but felt teachers did not understand their needs and lacked competence in…

Examined two beginning high school teachers, one credentialed in English and one in science, as they taught English, suggesting that out-of-field teaching is very complex, identifying factors contributing to the complexity, and proposing conceptualizing out-of-field teaching as a matter of goodness of fit to take into account the relationship…

The structure of "teacher efficacy" was studied with a sample of 342 prospective and experienced teachers through an efficacy questionnaire. Factors correspond to an internal versus external distinction, similar to the locus-of-control measures of causal attribution. (SLD)

Criticizes an anti-inclusion article by Smelter, Bradley, and Yudewitz in the September 1994 issue of "Kappan" for its misguided conclusions. In light of today's heterogeneous classrooms, the authors' assumptions about regular-education teachers' capabilities are both faulty and insulting. All children learn best in regular classrooms…

Discusses faculty evaluation programs at 11 community colleges, focusing on procedures used, the frequency of evaluation, and areas evaluated. Indicates that although the 11 colleges used all of the main types of faculty evaluation procedures, substantive differences existed among the schools regarding frequency of use and instrument content. (MAB)

Teacher knowledge and skills make a significant difference in student achievement. This paper discusses recommendations by the National Commission on Teaching on how to ensure that every child has access to high quality teaching; superior teaching in other industrialized countries; unqualified U.S. teachers; variations among states; states and…

Reports on a study of alternative conceptions held by junior high-level secondary science teachers enrolled in an inservice teacher-training program. Finds that science teachers are inadequately prepared to teach a broad and balanced science curriculum. Contains 34 references. (Author/WRM)

Argues for a vision of teaching that recognizes the moral imperative to educate all students to their full potential guided by principles and standards of practice. Examines the purpose of schooling, standards-based practice, capacity-enhancing professional standards, and standards and values, explaining that teacher educators must prepare skilled…

Many teachers are not adequately prepared in the subject matter they will be teaching. The paper discusses how teachers' colleges once prepared teachers by integrating subject matter and pedagogy. It suggests ways to construct powerful, holistic undergraduate courses of study for math majors who are planning to teach, noting that the plan could be…