To deal with college students' intense interest in courses related only to career preparation, teacher educators must: (1) recognize that their students' attitudes are legitimate; (2) fuse technical aspects of teacher education with other, more general education experiences; and (3) provide better career counseling. (JMK)

Alternative standards for admission into teacher education programs should be considered for Blacks and other minorities who are sometimes unable to gain admission to teacher education programs because of inadequate entrance examination scores. Various alternative standards are described. (JMK)

A national, mandatory, and standardized certification system for teacher educators is recommended. Initial certification requirements would include: (1) a doctorate in education; (2) completion of a minimum of three years successful teaching experience at elementary or secondary school level; and (3) an acceptable score on a standardized test of…

This article examines research on the teaching process and suggests actions to be taken by researchers and teacher educators to make research more relevant for classroom teachers. (JMK)

Derived from analysis of a museum and a hospital, guidelines for studying education in non-school settings are outlined. The outline includes both general guidelines which pertain to any educational setting, and specific guidelines related to particular settings, such as a museum or hospital. (JMK)

Ten effective discussion techniques that Phil Donahue, as talk show host, uses on his television show are discussed and related to a teacher's role as discussion leader in the classroom. Additional options unavailable to Donahue but available to teachers are also outlined. (JMK)

This article contains 18 annotated citations selected from the ERIC database to provide background information and stimulate discussion on future teacher education practices. (JMK)

Several studies which compared the performance of professionally trained teachers with that of nontrained teachers reaffirm the positive results of teacher education. A case is made for longer and more in-depth preservice teacher training and more continuing education for inservice teachers. (PP)

Problems caused by teacher surpluses and shortages, particularly those resulting in out-of-field teaching assignments, should be corrected. School districts, teacher education institutions, state agencies, and the American Association of Colleges for Teacher Education should act to improve the situation. (PP)

A well-planned and systematized recruitment program can make a difference in the quality of students admitted to a teacher education program. An outline for a recruitment plan is proposed, and a program at the University of Dayton (Ohio) School of Education is described. (PP)

Teacher education should equip tomorrow's teachers with academic, instructional, and developmental understandings. A three-dimensional teacher education model focusing on these understandings is proposed, and components of each dimension are discussed. (PP)

The need to attract academically talented students to teacher education and to retain these teachers in fields such as mathematics, science, English, and foreign language teaching is discussed. Honors programs in teacher education offer one means of recruiting and holding superior students. (PP)

Present efforts to reform teacher education often proceed without benefit of aim or clarity of intent. Teachers trained in programs that emphasize practice and abandon theory will be less able to think broadly and flexibly about their teaching methods. Points made in an article by H. D. Gideonse are rebutted. (PP)

An early field experience program is described which attempts to convey the connections between theoretical knowledge and practice to preservice elementary school teachers. The program is guided by John Dewey's concepts of apprenticeship and partnership. Preservice teachers are encouraged to look on their own teaching reflectively. (PP)

An evaluation study assessed the effects of a one-year student teaching internship for juniors at the University of Southern Maine on student teachers' anxiety levels and their attitudes toward pupil control. Results were compared with those of a senior year, semester-long course in student teaching. (PP)