A practice-based reform of secondary school teacher education, by counterbalancing the traditional overaccentuation of theory and abstract cognitive learning, is examined in this article. A discussion of teacher education as a field of, and preparation for, practice in the introductory seminar at Ruhr-University Bochum (Germany) is discussed.…

An intensive remedial program of teaching skills is used in the Irish College of Education to improve the practical teaching performance of student teachers. A description of this program, which includes students' assessment of the program, is offered. (Author/DF)

A study of the history of teacher training in Germany reveals many "blind spots." Several research approaches that may shed light on the relationship between teacher training and the processes of school reform in history are discussed. (Author/DF)

This article summarizes recent reform trends in Finnish teacher training as they affect teachers of religion. The Faure Report (UNESCO 1971) was influential in this change, and the teaching of religion is related to the concept of lifelong learning. Links are established between the teaching of religion and of other subjects. (Author/DF)

Recent moves in England and Wales were designed to give central government more control over the scope and content of teacher education. It is argued that the major reason was disappointing economic growth. The changes produced by these government interventions are reviewed. (Author/MT)

The former Chief Inspector responsible for teacher education in Her Majesty's Inspectorate gives a personal view of how the English school system is moving to meet the challenges of the 1980s and 1990s. Current trends and their strengths are discussed. (Author/MT)

The Council for the Accreditation of Teacher Education was set up in England in 1984 to offer advice to the Secretary of State for Education and Science on approval of programs of teacher education. The membership and procedures of the Council are described, and some issues that have arisen are identified. (Author/MT)

This paper describes the impact upon teacher education programs of government-led changes designed to improve teacher quality under the Council for the Accreditation of Teacher Education. (Author/MT)

The ways that teacher education is distinctly different from the other activities of higher education and is subject to greater external management and control are explored. The case is made that coercive external intervention damages quality and that the profession has the capacity for quality control. (Author/MT)

Data from the second phase of the project "Cognitions of Student Teachers Concerning Good Teaching," were analyzed for content in this article. Six dimensions shared by half or more of the students were constructed and are discussed. (Author/MT)

This paper argues for a reconceptualization of student teacher supervision that unifies psychological theory and practical teaching. Courses of teacher and supervisor training that integrate principles from psychology of human learning are described. (Author/MT)

This paper describes the development and evaluation of a beginning teacher induction program designed to bridge the gap between student teacher and teacher with full responsibility. While teachers were happy in general with the program, effects on teacher behavior were slight. (Author/MT)

A longitudinal study of the professional development of 14 teachers during their first four years of service is presented. A questionnaire was developed regarding the school environment; interaction with administrators, other teachers, and parents; classroom functioning; and interaction with individual students. Results are discussed. (Author/MT)

In the past, global education has concentrated on altruistic concerns, such as the world environment, peace, and international understanding. Its definition, however, should be expanded; global education should help solve the problems of individuals, groups, and nations by offering sophisticated understanding of rapidly changing global conditions.…

If teachers are to change school curricula to reflect a global perspective, they must participate in long-term inservice training programs. Workshops at four levels are employed by the Bay Area Global Education Program, focusing on: (1) global awareness; (2) imparting information and concepts; (3) developing teaching skills; and (4) curriculum…