Current problems confronting the teacher profession are examined, particularly those relating to fads, polls, self-image, purposes, politics, and the community. Recommendation is made to capitalize on the public's current clamor for participating in the schools. (JMF)

The role and structure of the "Open University" in Great Britain reflects basic social changes and attitudes. (JD)

Three case histories are presented demonstrating the use of microteaching in teacher education programs. (JD)

A discription is given of how the "miniteaching" format of instruction in teacher education improves and extends the microteaching concept. (JD)

Results of tests indicate that the microteaching experience brings about a positive change in the self-concept of education students. (JD)

Field experience in the classroom is seen as helping education students learn to transfer their theoretical university training into actual practice. (JD)

A method of evaluating an education course by discussion with students and teachers and administering specially designed questionnaires is described. (JD)

An evaluation method for measuring the attitudes of teachers engaged in their first year of teaching is outlined. (JD)

A description is given of a course on techniques to use in conducting interviews with teachers seeking employment. (JD)

Lack of information by teachers on matters relating to health can have deleterious effects on pupils' progress in school and their general well-being. (JD)

A small, private, residential school provides adolescents with academic education and the learning experience gained from living and working in a cooperative environment. (JD)

A student teacher, rather than passively observing classroom techniques, would benefit from becoming actively immersed in learning along with the pupils. (JD)

A reflective teacher education model is outlined based on the theory that since all classroom programs of the future are alternatives to the programs of today, a teacher education program should be preparing all its teachers with skills to design alternative programs. (JD)

Many teacher educators believe that the intern teacher learns best while he teaches and that the best learning experiences are provided when teaching practices and educational theory are experienced concurrently. (JD)

The introspective account of a teacher trained at the Graduate Internship Program, University of California, Berkeley; her acceptance of herself as a person and teacher and the insights she gained into the sensitive human relations between teachers, their peers, and pupils. (JD)