Outlines the relationship between Dutch universities and teacher education in a historical context. The article examines Dutch primary and secondary education and related higher education, noting the role of universities and vocational institutions. Comments on movements of teacher education toward and away from the universities are included. (SM)

Analyzes laws and relevant issues as they affect education in Portugal, noting the main issues for Portugal's teacher education development in the 1990s. Describes the impact of recent legal documents, the educational environment in Portugal, and new trends in teacher education. (SM)

Study examined causes of and differences in stress and burnout among British teachers. Surveys indicated that teachers had low anxiety, stress, and burnout levels, though individual, environmental, and psychological factors correlated with stress and burnout. Although individual stress and burnout management is important, there must be action to…

Norwegian researchers examined the value of continuous self-assessment via diaries, looking at an effective approach to self-assessment for use in developing and evaluating language learning or teacher training programs. Students and teachers kept diaries and completed questionnaires. Results indicated diaries helped teachers develop insights into…

A study was conducted on the use of diaries in intensive, short-term inservice courses to formalize participant response to teaching input from the dual perspective of pedagogy and evaluation. The paper examines practical implications of introducing and adapting diaries as a formal component of INSET. (SM)

Discusses changes in school organization in Germany. Three models are being implemented: differentiating instructional objects, peripatetic teacher system, and cooperative schools. Change in teachers' professional identity has come through changing emphasis in teacher training to teachers as change agents of the social environment as well as of…

Discusses the importance of foreign language teaching in Europe, noting creation of a communicative competence that enhances cultural awareness, open-mindedness, transcultural interaction, and European unification; recommends that Europeans take language courses emphasizing cultural aspects of foreign languages and the development of pragmatic,…

Dutch colleges of education for primary school teachers have undergone several mergers. The article examines how to fully utilize primary teacher education characteristics in large institutions of higher vocational education. It describes studies of integration and differentiation in other countries, concluding that mergers threaten the…

Describes a proposed seminar on teacher education and universities involving 60 experts from 12 European countries. The seminar will discuss responsibilities in the education of primary school teachers, examining institutional, professional, social, and cultural issues. Case studies of nine countries will be featured. The article presents six…

A grid, constructed from two traditional distinctions of knowledge (experiential and research-based knowledge), is used to analyze the relationship between theory and practice in teacher education. As a concrete example, the article reviews how theory and practice are integrated in the Finnish system of teacher education. (IAH)

This article attempts to illustrate, with the use of an example, which qualitative demands can be met by school-based practical studies in a two-phase teacher education course at selected universities. School-based practical studies focus on strengthening the theory-practice relationship in teacher training to enhance the vocational practice of…

The Scottish approach to the development of guidelines and mandatory conditions for new courses of initial teacher education is described; and the strategies adopted by one college of education to involve practicing teachers in the preparation, implementation, and evaluation of courses designed to meet these criteria are discussed. (Author/IAH)

This article describes different types of teaching practices employed in the University of Barcelona's teacher training college, the function of the teacher as tutor, and the teacher/tutor's relationship with student teachers and experienced classroom teachers. It also introduces a model of teacher educators' practices, and discusses…

A course which trains prospective teachers to teach disadvantaged pupils is described. The course includes theoretical components and practical tutoring experience. Analysis of reports written by student teachers who took the course indicate that positive changes in attitudes toward disadvantaged pupils and meaningful theoretical learning…

A survey of 772 teachers revealed that only 16.2 percent were able to name or describe a learning theory that supports their classroom teaching practices. Findings also suggest that many teachers cannot differentiate between learning theory and teaching practices. Recommendations for teacher education conclude a discussion of survey results. (IAH)