Europe's educational systems' curricula are diversified. The paper analyzes the concepts of technology and curriculum, discusses implications for common core curricula, and relates the framework to teachers' and students' autonomy. Discussions of the European dimension in education, trends in western European development, and ingredients of a…

Describes the findings of a research project on the personal and professional experiences of first and second generation Asian teachers in British schools. Interviews regarding background, opinions, attitudes, and perceptions indicated that first generation teachers had great difficulty obtaining first jobs, promotions, class control, and…

Examines the role of Greek teachers' unions in controlling education, their place in decision-making processes, and the politics of the Federation of Secondary School Teachers and the Federation of Primary School Teachers. Greek teachers lack serious professional status and cannot challenge the dominance of hierarchical superiors in curriculum…

Frequently, teachers from dominant cultural groups confront diverse students. Teachers must learn to handle problems caused by the differences. The paper presents a model of a fourfold gap between teachers and students (linguistic, cognitive, cultural, and social), using examples from Israeli schools. Suggestions for counteracting possible…

Financial pressures may force providers of inservice courses for teachers to evaluate their work. Systematic evaluation demands response to three levels of challenge: the challenge of professional relevance implicit in new styles; the conceptual and organizational challenge of course evaluation; and the challenge of the structure of providing…

Evaluation is discussed as a trade. An evaluator must be able to function as tradesman, conductor, and interpreter. A typical evaluation task is defined, skills required by the evaluator are listed, and key questions used in evaluation are discussed. (Author/JN)

The relationship between inservice education and educational change in a large comprehensive secondary school is examined. Teachers contrasted inservice education with other professional activities and assessed the usefulness of each in the development of the school's curriculum. (Author/JN)

Three historical phases of research and development on microteaching and the technical skills of teaching are reviewed. Suggestions for specific research topics are discussed, including research on the role of supervisor and on the development of learner skills. (Author/JN)

Classroom management a collection of measures by which teachers control the events of a lesson. Research suggests that social behaviors can be learned in the same way as cognitive rules. (Author/JN)

This analysis of the assimilation of Beeby's model into educational literature surveys two main areas: the development of comparative education; and the stages of growth of primary education systems and the training of teachers. (JN)

This 1974 survey of teacher education programs in Australia presents a comprehensive description of approaches to the preparation of primary school teachers in the areas of reading and mathematics. (JN)

This paper makes a case for the contribution of microteaching to competency based teacher education (CBTE). Microteaching, as a precursor to CBTE, is described as having had a direct influence on its acceptance and development. (JN)

Microteaching is an effective teacher education technique because of its: (1) precision; (2) simplicity; (3) low pressures; (4) low threats; (5) potential for experimentation; (6) adaptability; (7) replicability; and (8) ability to be controlled. (CMJ)

Cooperation between teacher training institutions and schools is necessary and possible even though they may have dissimilar belief systems. This collaboration helps teachers to adapt to their new role by avoiding conflicting perspectives and duplicate (repetition of preservice) experiences. (JN)

Describes the planning of a 1992 European seminar on educational research and teacher education that was based on a successful 1991 seminar. The seminar, which involved considerable participant interaction, included case studies from 12 countries and workshops on 6 themes related to educational research and teacher education. (SM)