Influences in the development or change of teacher education curriculum include: (1) schools of education; (2) federal agencies; (3) state agencies; and (4) professional agencies. The school of education faculty has the least amount of influence and participation in the planning of teacher education curriculum. (JN)

Dean's Grant projects have indicated that faculty development and curriculum redesign are interdependent aspects of the change process. Extensive involvement of faculty members in the process of reconceptualizing and restructuring teacher education programs is important for motivating participation in professional development and curriculum…

The role of the dean in directing a federally funded change project (Dean's Grant project) in schools of education is examined. Categories of specific behaviors of deans include: (1) choreographic behavior; (2) resource allocation; (3) conflict negotiation; (4) advocacy and support behavior; and (5) communication. (JN)

In a recently published article, it was suggested that program evaluation in teacher education is unsophisticated and poorly conducted. Arguments are presented to show that the article presents a limited view of program evaluation efforts being conducted in schools of education. (JN)

To achieve excellence in teacher education and in its professional contributions, teacher education must become knowledge-oriented. It must also be highly evaluative, adapt to the needs of different groups, and be relevant to the problems of teaching and learning. (JN)

The importance of personal and professional growth for teacher education faculty members is discussed in relation to a proposed faculty development program. The development of a support community for faculty growth and development includes: (1) economic security; (2) professional friendships; (3) sense of control over personal destiny; and (4)…

Teacher educators, noneducators, futurists, and nonfuturists rated the desirability of 17 position statements concerning a wide range of issues in teacher education. The variations in responses among the four groups of respondents are analyzed. (JN)

Factors relating to teacher motivation and burnout include: (1) a chance for advancement; (2) a sense of achievement; (3) recognition for a job well done; and (4) responsibility for job performance. (JN)

A study examined the teacher preparation programs in England and attempted to evaluate the effectiveness of existing supervision arrangements as perceived by student teachers, cooperating teachers, and college supervisors. Results identify the need for schools and teacher training institutions to work as partners in supervision. (JN)

Horizontal evaluation in student teacher supervision is based on the premise that the aim of evaluation should be the personal and professional growth of the student teacher. The competency-based teacher education program has a vertical aim since it ranks teachers from best to worst rather than individuals on a horizontal continuum of growth. (JN)

Questioning techniques are used in the classroom to initiate discussion and to exert teacher control over the class. However, question-answer relationships appear to foster respondent dependency and passivity. It is recommended that the teacher question only when he or she is perplexed and in need of information. (JN)

The literature on curriculum development in teacher education is examined and an annotated bibliography concerning topics on curriculum content and design is presented. (JN)

The role of the teacher educator in eliminating sex bias in the schools is discussed. Limited resource availability to fulfill this role is noted. (JD)

The importance of a liberal education in fostering knowledge and scholarship in prospective teachers is noted. (JD)

Teachers need a liberal arts background to understand what they are teaching and why they are teaching it. (Author/JD)