This paper reports the findings of a survey of 49 local education authorities (LEAs) in England on the expectations of the LEAs as to how initial teacher training programs should introduce teachers to the skills required for coping with disruptive behavior. (Author/FG)

If lifelong learning were to become the norm, it would require a supporting system of lifelong education, and special skills and attitudes on the part of teachers. This paper examines changes made in the teacher training programs of five institutions in four countries in response to the idea of lifelong learning. (Author/FG)

Three approaches to teacher education are discussed and related to courses of training offered at the Manchester Polytechnic (England). A bachelor's degree honors program there uses a "personalized" approach, which is advantageous for preparing teachers of religious education. (Author/PP)

A researcher analyzed problems faced by beginning teachers in the Netherlands. The teachers' problems are viewed as the result of the need to adjust from a permissive to a custodial stance. Implications for teacher education curriculum are discussed. (PP)

This article reports on the development of a teaching-learning package about information technology for teachers by the North-East London Polytechnic (Great Britain) and the University of Gronigen (Netherlands). Modules included in the package are described. (PP)

A project made use of computer technology to help a child with cerebral palsy communicate and learn. Software programs for the project, developed by the City of Manchester College of Higher Education and the Lancasterian School, are widely adaptable and can be used by nonspecialist teachers. (Authors/PP)

The training of biology teachers at seven universities in the Netherlands is discussed. Differences in the organization of courses offered at these universities reflect differences in facilities, development of programs, and educational philosophies. (Author/PP)

Foreign language learning/acquisition is a highly complex intellectual-psychic/physical-social integration process that is different for each individual. Cognitive and affective emphases for language acquisition are discussed, along with changes in the student-teacher relationship and implications for teacher education. (Authors/PP)

This article, on mediating theory and practice through experience in geography teacher education at the University of London Institute of Education, offers a conceptual framework for establishing an interelationship of theory and practice. (Authors/CJ)

This article attempts to define the "South of Europe" on a cultural, economic, and educational level in preparation for several articles in this and the next two issues of "European Journal of Teacher Education" which will examine teacher education in the Mediterranean region of Europe. (MT)

The formal structures which have been established to support the process of educational change in Italy are explained. A series of laws passed since 1973 created a new model of school and gave teachers a right and duty to inservice training. The Regional Institutes for Educational Research, Experimentation and In-Service Training are described in…

Since 1973, all teacher education in Turkey has been at the higher education level, and since 1981, it has occurred at the universities. There remain, however, different programs for educating teachers for different educational levels. The program for each level from preprimary to tertiary is discussed. (MT)

An ongoing project which has continued since 1976 at the Levanger College of Education is described. Students carried out extensive research into the situation and background of gypsies, beginning a process of changing attitudes toward gypsies. Teaching materials have been produced and widely disseminated. (MT)

A survey regarding perceptions towards inservice training was mailed to a sample of teachers from secondary schools and secondary vocational schools in France. A representative group of 988 replies was analyzed to reveal five concepts of training. The concepts and which teachers subscribe to them are described. (MT)

Changes in teacher anxiety and teacher concerns were investigated at the beginning and end of a four-month practice teaching and classroom observation course. The sample consisted of 26 student teachers; six are discussed in some detail. Results indicated a decrease in anxiety and a slight increase in concerns. (MT)