This journal issue summarizes teacher education trends which are related to curriculum development in Asia and other foreign countries. The tendency in Asia to unite all types and levels of teacher education under a single authority has the potential either for a cooperative state board with representatives from the universities, teaching profession, and state government or for a state-controlled board which might threaten academic freedom. While there are also trends in Asia toward upgrading qualifications for entering teacher education programs and broadening the curriculum, there are problems in getting competent teachers and balancing the curriculum among community development work, languages (especially in multilingual countries), and general and professional study. Other foreign countries are also said to share Asian educators' concern over whether or not all teachers should be required to study some subjects in depth, thereby giving them mobility between elementary and secondary levels. Trends and innovations cited outside of Asia include microteaching, simulation, feedback during practice teaching with walkie talkies, curriculum development centers, elimination of laboratory schools, 5-week projects to improve local school facilities, and staff borrowing between colleges and schools. (Related to SP 003 941, in this issue.) (LP)
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Philippines Univ., Quezon City.
United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand).