Surveyed Greek elementary teachers' attitudes toward astrology, investigating whether they could distinguish between astronomy as the science and astrology as the pseudoscience. Teacher surveys indicated that 60 percent of respondents subscribed more or less to the astrological principles, and 59 percent viewed both astronomy and astrology as…

The Dutch Association of Teacher Educators developed a standard for teacher educators. This article places the development in a wider context, discussing the role of teacher educators and five important starting points used in developing the standard. Dilemmas encountered during the development of the standard and plans for the future are noted.…

Examined uncertainty/certainty in teaching by surveying 1,153 Norwegian elementary and junior high school teachers. Teachers generally reported more uncertainty about didactical questions than practical or relational ones. Differences in responses occurred by age, experience, qualifications, and school type. There were curvilinear relationships…

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked…

Describes the concept of and various forms of professional development in Australia, examining the personal professional development plans required in some Australian states and focusing on the effectiveness of professional development, teacher response to professional development, and the dynamic interaction between three elements necessary for…

Describes teacher professional development in general, analyzing recent research on teacher professional development in Estonia and noting that faculty development has not earned much attention in teacher education courses or in educational research, nor is there much agreement on approaches to faculty development in Estonia. Estonian teacher…

Examines preservice teacher education and professional development in Ireland, presenting a case study of graduates from one Irish college of education during their first 10 years of teaching elementary school and noting participants' involvement in professional development and graduate studies. Participants had no formal induction programs,…

Examines three models of teacher professional development in Israel. One model emphasizes higher academic studies, one is a school-based organizational model that ties faculty development to school reforms, and one emphasizes a teacher-led personal route to professionalism in teachers' own classrooms. The paper examines means of support available…

Examines the political transformation in Latvia that brought increased democratization and decentralization and resulted in changes to the educational system and teachers' professional roles and responsibilities. The paper notes difficulties encountered by teachers in assimilating reforms within their professional identity and analyzes the…

Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

Examines the context and organization of Norway's teacher education, discussing teacher roles and responsibilities, preservice and inservice teacher education programs, and society's expectations that teachers will act as masters, mentors, and mothers. The paper describes recent curriculum developments and the organization of Norway's educational…

Summarizes Scotland's various forms of continuing teacher professional development (CPD) from 1970-00, noting calls for a more coherent framework, suggesting the need for greater understanding of CPD characteristics, recommending a scenario that accommodates individual teachers' and schools' needs, and emphasizing that the nature and method of CPD…

Describes teacher professional development in Sweden, highlighting organization of the Swedish educational system, the 1977 Higher Education Act, the 1988 teacher education program, inservice teacher education, and current professional development issues (teacher accountability, teacher career structure, teacher work culture, teacher view of…

Outlines the purposes of three predominant kinds of master's degree programs for teachers in the United States: the Master of Arts in Teaching, traditional master's programs, and practitioners' master's programs that are designed to meet the professional development needs of experienced, committed classroom teachers. The paper discusses issues…

Traces the progression of professional development via formal degree programs from preservice through doctoral study. Interviews with doctoral students highlighted their motivation for undertaking doctoral studies and perceptions of the impact of doctoral studies on professional development and opportunities. Students recognized the benefits of…