This study identified five models of demonstrations used by teacher educators and examined program participants' perceptions of the benefits and limits of the various forms of demonstration teaching. Teacher candidates, teacher educators, and teacher/principals found demonstration teaching to have more benefits than limitations, particularly live…

This study examined early field-based experiences to determine their impact on prospective teachers' perspectives towards teaching. Results indicate that university supervisors need to help students see connections between theory and practice and to establish field placements that allow time for instructional experimentation. (MT)

Through systematic classroom observation of 71 student teachers and first-year teachers, 1,346 teaching behaviors were observed, with teachers describing their perception of the origin of each behavior. Results suggest that teachers rely as heavily on their own ideas as on their formal training. Possible explanations are discussed. (MT)

The impact of "exit-gate" and the new "entrance-gate" tests on Black prospective teachers and historically Black colleges is described. Three strategies for dealing with teacher testing without compromising teacher competency are outlined. A broader vision of competence is needed to counterbalance the narrow view provided by multiple-choice tests.…

Testing prospective teachers in the basic skills is becoming standard practice for admission to teacher education programs, adversely affecting minorities and having negative implications for equal opportunity within teaching. A program of diagnosing and remediating weaknesses of prospective teachers is described.(MT)

The formulation of educational reform efforts into specific problems is part of an institutional discourse that represents value, commitment, and social wisdom. How teacher education is practiced reveals particular cultural conditions, political structures, and social interests. (MT)

A Dutch teacher education school developed a program to train future teachers to reflect on their experiences as a means of directing their own growth in the profession. The program is described and feedback results are summarized. Implications for teacher education are drawn. (MT)

Before 1949, education was largely ignored in China, but recently it has been given a priority almost equal to modern industrialization. Teacher education reforms have been extensive and varied. These reforms are described, and further challenges are outlined. (MT)

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)

In Malaysia salaries of teachers with certificates from a teacher training college are significantly lower than salaries of teachers with bachelor's degrees. This bifurcation has virtually eliminated upward mobility. Problems are discussed and a program to allow experienced teachers with certificates to pursue a degree is described. (MT)

A bibliography of materials on international preservice teacher education and teacher education programs selected from an ERIC search is presented. Each citation is briefly described. (MT)

The purpose of this article is to develop a set of dimensions to reveal the differing ways inquiry-oriented teacher education can be conceptualized so that the range of alternatives may be seen and strengths and weaknesses of a approach may be identified. (MT)

How society views teachers and teacher education is important because how a phenomenon is seen often influences the reality of that phenomenon. Professional status is important because of its effect on the quality and character of teaching and learning in schools. (MT)

NCATE accreditation does not foster the transfer of teacher licensing from one state to another. Graduates of institutions in states without reciprocity agreements are not denied licensing in other states solely on the basis of the lack of NCATE accreditation of their preparing institution. (MT)

One hundred seven recent education graduates of the University of Wisconsin-Parkside were compared with 1,420 noneducation graduates on 11 variables. Education graduates were found to be equal to, and in some cases better than, noneducation graduates on all variables. The findings are discussed and recommendations offered. (MT)