Addresses the importance of emotions in relation to teachers' work in classrooms, to colleagues, and to communities, with implications for understanding the changing nature and organization of teaching in Japan. The paper analyzes five emotional geographies of teaching (moral, cultural, political, professional, and physical) in terms of Japanese…

Interviewed Australian student teachers to examine how core beliefs about knowing related to peripheral beliefs about learning. Students' beliefs about knowing ranged from a focus on knowledge as absolute and received to a view that knowledge was constructed and reasoned. Categories related to learning ranged from reproductive to more…

Examines the integration of information technology (IT) at the Hong Kong Institute of Education, presenting the rationale for this move, characteristics of IT integration, and program development issues for making IT application a critical component of contemporary teacher education. The paper presents a framework for program development and…

Examined beginning teacher educators' experiences, describing their beliefs, actions, and efforts to learn about teaching and changes they made when attempting to become better educators. Participants challenged the status quo of the culture of the educational system, the curriculum they taught, and the controlling mechanisms within the academic…

Used data from teacher and principal interviews, teacher journals, and observations to examine mentoring within Hong Kong kindergarten classrooms. Results indicated that: effective mentoring was a very important factor in teacher development; mentoring involved complex social relationships influenced by many factors, and mentors had to possess the…

Examined the philosophical model that fit a group of students enrolled in the postgraduate diploma in education program at Singapore's National Institute of Education, noting the most common discipline problems encountered during the practicum. Overall, most student teachers leaned toward the rules and consequences philosophical model.…

Introduces papers from a symposium on changes in preservice and inservice teacher education in China. The papers focus on institutional and policy development, reform in China's secondary teacher education, the development and reform of Chinese teacher education, the integration of preservice and inservice teacher education, and the training of…

Explores the development of China's teacher education system, examining the driving force of economic reforms and inherent momentum of teacher education development. The teacher education system is undergoing a transformation to an open style with non-orientation. Diversified training models will be adopted in accordance with teachers' differing…

The Chinese government has significantly changed the curriculum and instruction of secondary teacher education for training elementary teachers. This paper discusses: how secondary teacher education will move toward 5-year teacher education for providing elementary teachers with levels of specialty; links between secondary and higher teacher…

As China's teacher education moves from an enclosed, oriented pattern to an open system, many critical problems will surface. This paper examines: teacher professionalization, the conflict between the pedagogical and academic nature of teacher education, the enclosed and oriented system versus the open and non-oriented system, and strategies for…

China's teacher education system is exploring the integration of preservice and inservice teacher education in Shanghai, Jiangsu, and several other provinces. This paper uses the Shanghai and Jiangsu cases to interpret, though international and historical perspectives, the practical significance of the integrated reform of teacher education,…

China's Northwest Normal University provides preservice and inservice teacher training in northwest China. This paper reports how the university has set up an effective system to advance teaching practices and enhance innovations in teacher education for ethnic minorities, which contributes to the improvement of the quality and effectiveness of…

A major emphasis in technology education is learning the practices of designers-making informed decisions, trading off achievement of criteria against each other, working in a team, communicating ideas and results, and so on. How can one help students learn such ill-defined and open-ended skills? There have been a variety of suggestions made by…

The word "technology" has evolved through several different meanings during the recent history of education. In 1985, the American Industrial Arts Association changed its name to the International Technology Education Association. This change reflected dissatisfaction with traditional "shop" courses, designed to prepare students for skilled trades…

In 1991, the President of Illinois State University encouraged three Distinguished Professors, Drs. Dossey, Fitch, and Loepp (mathematics, science, and technology, respectfully), to establish an organization on campus called the Center for Mathematics, Science, and Technology (CeMaST). The originators of CeMaST immediately conceived a plan to…