In light of the increase in the loss of students during the first year of teacher training, this study examined the background and educational level of students entering teacher preparation and correlated those characteristics with success/failure variables. (MT)

Two experiments in training teachers of modern languages, carried out in Greece from 1982 to 1985, are analyzed. The approach, aimed at establishing a theory-practice link, was intended to maximize teacher autonomy. The second experiment, based on the first, involved producing a new curriculum and materials and new evaluation methods. (Author/MT)

Initial teacher preparation does not involve training for change. Therefore, inservice teacher education is important for diffusing, supporting, and sustaining the passage from reform to innovation. Implications of three models of inservice activity are analyzed and conclusions are discussed. (Author/MT)

Developments in the context of the increasing professionalization of teacher training in England are examined. Topics covered include the integration of theory and practice, a multidisciplinary approach to teacher education courses, the change in teaching styles, and educational discussion groups. (Author/MT)

The immigration influx of the 60s and 70s presented a problem new to Norway--the need for education of a multicultural society. The Immigrant Project at Levanger College of Education and its methods and strategies are described. The achievements of the project are summarized. (Author/MT)

Prior to 1980, there was little structure for the provision of library resources to schools of education in Denmark. The Ministry of Education in December 1980 authorized the expenditure of funds for establishment of teachers college libraries and for salaries of librarians and assistants. The problems encountered and the progress made in…

Twelve student teacher supervisors in a state teachers college in Israel met 15 times a year to discuss, plan, and evaluate supervision activities and processes. These discussions were analyzed across participants, for the whole group, and for each participant to generate personal profiles. (Author/MT)

Methods developed by staff at the Herzen Pedagogic Institute in Leningrad for observing and analyzing lessons taught by student teachers are described and compared with other techniques. (Author/MT)

A major reform of the educational system and teacher-training is underway in Bulgaria. A discussion of both preservice and inservice teacher education reforms is offered. (DF)

Teacher education in Czechoslovakia is part of a unified national provision of education that covers both preservice and inservice training. The institutional provision for training, conditions for enrollment and process of obtaining a post, inservice education, and teacher position in society are explored. (DF)

Changes in the Hungarian teacher education system and planning issues that are currently being faced are discussed. (DF)

The goal of teacher education in Poland is to provide teachers with initial training at the higher education level. Difficulties of meeting this goal are discussed. (DF)

Romania has developed a complete strategy for inservice teacher education which is seen as a continuum from initial training. This integrated approach allows a progression through clearly-defined stages and emphasizes the teacher's role in shaping the human personality. (DF)

This article explores the Yugoslav system of teacher education and identifies similarities to other systems and characteristics that are typical of Yugoslav society. The importance of human values in the training of teachers is discussed. (DF)

Weaknesses in the practice teaching component of teacher education programs in the Netherlands are cited and research efforts to generate solutions examined. Justification is provided for including reflection (where students deal with their own learning processes) in reform efforts. A new teacher education program focusing on reflection is…