The historical development of teacher education in Japan is highlighted. Similarities and differences between past and present Japanese and American teacher preparation practices are analyzed. Japanese efforts to modify and use Western pedagogical concepts are described. (MT)

A brief history of legislative acts and public policies which have affected the supply of black teachers is given. Various educational reform movements are summarized. Questions about the future of education with regard to educating an increasing number of minorities equitably are posed. (JL)

Historical antecedents of modern constitutionalism are examined, and the concepts of citizen participation, civic responsibility, and limitation of government are explained in that context. Students must be exposed to the constitutional basics--why the document is retained, what values it incorporates, and where it has succeeded and failed. (PP)

Phenomenological and feminist themes in reconceptualist curriculum theory are used to address the political and social status of teachers and their intellectual preparation for teaching. Arguments are offered for autobiographical studies in education, collaborative modes of learning and teaching, and interdisciplinary approaches to liberal arts…

Two strands of curriculum inquiry reconceptualization are discussed; both are in contrast to the dominant empirical-analytical orientation to teacher education. Hermeneutic inquiry serves practical interests and proceeds by an interactive form of social organization. Critical inquiry serves emancipatory interests and is organized socially through…

Several major attempts at reform that have occurred over the past half century are described, and lessons from the past are emphasized. It is urged that all reports be examined to determine what next steps are warranted based on history and the current knowledge base. (Author/MT)

A selected group of proposals is used to illustrate three themes that have pervaded teacher education reform movements of the last 50 years. Current reform agendas are discussed through a redefined framework. (Author/MT)

Three historical and developmental dimensions of teacher education foundations of education are discussed: (1) academic dimension; (2) professional dimension; and (3) client dimension. A fourth dimension, research, is also described. (CJ)

Critical thinking is not only the basis of philosophy, it is also the essence of education, the salient feature that distinguishes education from training. (CJ)

Describes four traditions of reform in twentieth-century U.S. teacher education: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from contemporary and earlier programs. It is argued that this framework of reform traditions can help clarify differences among ideas and…

Examines Harvard's early use of case-based instruction in business and education, offering historical insights to those contemplating its use in teacher education. Conceptual clarity about purpose and administrative and financial support for coordinated case writing by faculty are reasons why it succeeded in business but not in education. (SM)

This article attempts to define the "South of Europe" on a cultural, economic, and educational level in preparation for several articles in this and the next two issues of "European Journal of Teacher Education" which will examine teacher education in the Mediterranean region of Europe. (MT)

A study of the history of teacher training in Germany reveals many "blind spots." Several research approaches that may shed light on the relationship between teacher training and the processes of school reform in history are discussed. (Author/DF)

Policies of the European Community concerning teacher education are discussed. Although no specific policy in teacher education has been established, several projects sponsored by the Education Action Programme of the European Community involve that subject. These projects are noted along with policy-formation processes within the organization.…

The growth of educational cooperation among nations in the European community is discussed, as is the difficulty of balancing national interests with the pursuit of common purposes in the development of curriculum about Europe. Efforts to conduct multilateral research and to develop curriculum models for education about Europe are recounted. (PP)