A comparative analysis of case studies indicates that horizontal evaluation of student teachers provides methods of supervision that go beyond a focus on prescriptive practice. This process allows self-evaluation and encourages growth. Student teachers learn to reflect on their work and understand how they influence students. (DF)

The quality of field supervision of student teachers is a major problem in preservice teacher education. A pilot study of supervising teachers showed positive trends when these teachers were enrolled in a course to increase flexibility through role-taking experiences. A discussion of the curriculum and its revised version are offerd. (DF)

Excerpts from observers of the conference "Policies, Practices, and Research in Teacher Education: Beyond the Looking Glass" illustrate the variety of recommendations to improve teacher education and the quality of teaching that emerged during this conference. Conference observers were Hendrik Gideonse, Shirley Hord, Thomas J. Lasley, Preston…

The national conference "Policies, Practices, and Research in Teacher Education: Beyond the Looking Glass" and various research centers are working to improve the quality of education by improving teacher education. Several recommendations are offered. (DF)

Changes in schools and teacher education programs are interrelated and involve political, economic, social, and educational reforms. This article explores the current situation of the teaching profession and discusses the importance of incentives. (DF)

This article reports on a survey of chief state school officers which assessed state policies that influence the quality of teachers and teaching. Twenty-one recommendations to help guide state educational policy and strengthen teacher preparation are discussed. (DF)

Teacher education is described using opinions from critics both inside and outside the profession. A new model for teacher preparation is proposed that is based on four different models. Several unique teacher education programs are reviewed. (DF)

Research regarding preservice teacher education is examined. Studies are divided into categories dealing with practicing teachers, preservice students, course/program/method evaluations, teacher educators, institutional studies, and research reviews and studies of studies. Implications for policy making are offered. (DF)

An overview of the research on learning to teach provides a description of how theoretical characteristics of the professional curriculum often conflict with the needs of prospective and practicing teachers. Voids in research literature on induction and inservice programs and emerging research directions are noted. (DF)

The California legislature's conception of teacher education and its response to the state's need for improved bilingual education, for recriutment of teachers in critical subject matter areas, and for recruitment of teachers with strong academic preparation are discussed. Implications for preservice policy and research are identified. (DF)

Indicators and characteristics of effective induction systems are described using efforts of the Charlotte-Mecklenburg Schools' Career Development Program as an example. Fundamental changes needed in the way teacher education is conceptualized by school personnel are discussed. (DF)

A period of induction for beginning teachers helps make the transition from student to teacher a smoother process. Current research findings on induction, effectiveness of using research in such programs, and issues worthy of further research are explored. (DF)

Effective inservice programs are necessary to ensure that current reforms in education are properly implemented. Inservice programs must meet the needs of both the educational system and educators. Six basic policy assumptions dealing with what is needed in inservice education are discussed. (DF)

The difficulties associated with enhancing teacher quality and teacher development are explored. Reform must begin with identification of school conditions that must be changed to enable teacher growth and delineation of goals that incentive systems are structured to achieve. (DF)

Dimensions of teacher development that warrant special attention in the move to improve the quality of the experienced teacher work force are discussed. Common features of teacher development programs, characteristics of effective programs, and elements commonly omitted from programs are described. (DF)