A metatheory for teacher development was used as part of a college course on teacher evaluation for supervisors. The metatheory provides a way of examining both independent and interactive effects of teacher characteristics, environmental variables (such as supervisory strategies), and task variables to link teacher development with the complexity…

Documents from the ERIC database pointing to the need for more stress on computer literacy in teacher education are cited. References emphasize the need for teacher educators to assume leadership in this area, program development, and identification of competencies needed by teachers. (PP)

Teacher educators, the author argues, should raise the ethical consciousness of preservice teachers to the multiple moral realities of the work world. Teacher educators should foster teachers' abilities to develop strategies and skills for diagnosing ethical issues and making sound ethical judgments. Examples are presented. (MT)

The author advocates an approach to ethics teaching that places critical reflection at the center of ethics inquiry. Three other approachs to ethics teaching (applied ethical theory, applied Kohlberg, and values clarification) are critiqued. Suggestions for curriculum design are offered. (MT)

Three approaches to improve the ethical behavior of teachers are examined by the author. While different strategies can be useful, the work of Martin Buber, the author feels, offers an approach which can reduce the distance between thought and action. (MT)

The author discusses the treatment of religion in the context of a pluralistic, democratic society. He explains why three myths surrounding the study of religion have mitigated against the development of a religious, and perhaps a moral, sense among prospective teachers. (MT)

The author reviews the literature on attribution theory and extrinsic and intrinsic rewards, and describes how teacher educators can work with prospective teachers to facilitate improved classroom conditions to motivate student teachers and, in turn, students. (MT)

A study investigated the effects of training in cognitive monitoring on preservice teacher lesson planning. Planning and implementing lessons were more effective for prospective teachers training in cognitive monitoring. Implications for teacher preparation programs are discussed. (MT)

The authors trace the origins of field experiences, present a taxonomy for use in thinking about them, and discuss selected issues and problems associated with field teaching experiences. Eight recommendations for improving how field experience programs are structured and how they fit into teacher education are made. (MT)

To assess the performance of student teachers, the authors describe two approaches to observation involving established observation inventories. Forty-nine competencies are identified, and results of student teacher performance are discussed and interpreted. (MT)

Seventy-three preservice elementary teachers and 41 experienced elementary teachers in the same state participated in a study to examine whether prospective teachers measure at the same conative level as practicing teachers. No significant difference was found, and three possible explanations are offered. (MT)

The authors describe joint ventures between Georgia State University and three state colleges to develop and implement cooperative residential doctoral programs. When compared to the alternative of granting university status to state colleges, the programs are cost effective and provide opportunities to students without previous access to doctoral…

The author describes a field-based program which integrates current theory of how elementary school children develop oral and written language processes with the role of the teacher as researcher, reflective practitioner, and effective planner. (MT)

The author discusses four goals that can be realistically accomplished through teacher induction programs, while warning that beginning teacher programs cannot be expected to reform education as a whole. (MT)

The author reviews some of the most significant studies of mentoring and identifies the salient characteristics of successful mentor-protege relationships. Recommendations based on the literature are made. (MT)