Using field studies methodology, a study of one woman's student teaching experiences reveals the ways she cares for and nurtures children through curriculum modification and teaching. A number of dilemmas of caring which women teachers may experience are discussed. (IAH)

The concept of education as social reproduction illuminates practices in teacher education (particularly in reading instruction) that foster student failure and inequality. (Author/IAH)

This article argues for the use of literary texts in teacher education. Discussed are John Updike's "Roger's Version" and Margaret Laurence's "A Jest of God," which illuminate two difficult problems facing teachers: intellectual paternalism and emotional distancing. (IAH)

After reviewing five existing collaborative models for preservice and continuing teacher education, this article proposes a reciprocal model for collaboration that will be mutually beneficial to institutions and individuals involved in teaching and teacher education. (IAH)

Effective principals are actively engaged in the continuing education of their teachers and the improvement of instructional performance. Professional development programs designed to improve principal effectiveness should be comprehensive, long-term, and research-based. (IAH)

This article compares classroom teachers to wilderness guides and identifies four interrelated factors which produce effective leaders in both arenas. Integration of these factors into teacher training programs is discussed. (IAH)

The internship component of the five-year teacher preparation program at University of New Hampshire is described. Two assumptions central to the internship are: (1) skills and concepts are best introduced in the context of field experience, and (2) interns' concerns about learning to teach occur in a predictable pattern. (IAH)

Findings are presented from a study designed to analyze qualitative differences in perceptual skills, measured in an educational context, between and among experienced, nominally experienced, and inexperienced teachers. Results suggest the groups differed in their ability to perceive and interpret classroom information. (IAH)

Results of a study comparing the academic achievement of 350 teacher education graduates and 1,333 non-teacher education graduates at Clarion University (PA) challenge the view that teacher education students perform poorly. (IAH)

This article describes Virginia's Beginning Teacher Assistance Program (BTAP), implemented to test teacher competence, and to help teachers acquire missing competencies. The effect of BTAP and similar programs on the teaching profession is discussed. Included is an appendix which lists the BTAP competencies and indicators. (IAH)

Findings from a survey of 426 teacher educators indicate a generally high level of job satisfaction, with certain administrative concerns contributing to a decrease in satisfaction. The study also found the Herzberg model of job satisfaction-dissatisfaction applicable to faculty members in education. (IAH)

This article urges redefinition of the relationship between general and special education at the classroom level and in teacher education programs. A major concern is the dependence upon the expertise of special educators which currently characterizes the general education community. This dependence is described as a constraint upon teacher…

This rejoinder critically examines Pugach's assertions concerning the relationship between special and regular education, and takes exception to the view that the existence of teacher preparation programs in special education imperils the educational reform movement. (IAH)

This article proposes five criteria for evaluating and comparing conflicting conceptions of knowledge base frameworks for teaching and teacher education. These criteria are defined and applied to frameworks advocated by scholars, professional organizations, state agencies and teacher education programs. (IAH)

Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is critiqued with reference to selected curriculum guidelines and their application to a preservice seminar on reflective professional development.(IAH)