Guidelines, as developed by the Association of Teacher Educators (ATE), for professional experiences in education are presented. Revisions of these guidelines were conducted by the National Field Directors Forum, a special interest group of the ATE. The major purposes of professional experiences are to: (1) provide opportunities to relate…

Examines the importance of the cooperating teacher in the education and field experience of the student teacher in music education. Discusses the responsibility of the college to both the student and cooperating teacher, and recommends a five-step process through which the student teacher gradually develops independence in the classroom. (GEA)

Personnel preparation (both inservice and preservice) in career and vocational education (CVEH) for the handicapped should focus on factors for changing the service delivery system, emphasize interdisciplinary cooperation, involve business and industry, demonstrate the cost effectiveness of CVEH, and disseminate information about effective models.…

Changes in trainee selection, administrator education program structure, and the full usage of in-service school personnel and professorial staff could lead to significant and much-needed improvement in the quality of American school principals. (LH)

Prevention of teacher burnout can be fostered at the preservice level by (1) the development of realistic expectations, (2) encouragement of detached concern, (3) a better understanding of classroom successes and failures, and (4) an introduction to stress reduction strategies. (Author/DB)

Presents guidelines for general and theater specialist K-12 teacher certification developed by the American Alliance for Theatre Education and the Speech Communication Association. Advocates that all teachers have preparation in arts and communication and that theater and communication specialists continue to be trained. (SR)

Argues that a unique combination of (1) the Copernican Plan for block scheduling; (2) the application of Howard Gardner's theory of multiple intelligences; and (3) John Dewey's basic ideas about process create a teacher training program in which mastery is an achievable goal. Describes each component and illustrates how each has worked in one…

Examines options for teaching preservice teachers how to integrate French language instruction into the curriculum, providing implementation strategies for an integrated day based on pioneers; a parallel disciplines design using an environmental theme; an interdisciplinary design in the context of a French immersion weekend; and a…

Discusses ways to help pre-service physical educators expand their awareness of appropriate class activities, noting the influence of preconceived beliefs and teacher socialization. Suggestions for developing discernment include requiring student teachers to experience movement activities to get a first-hand look at what learners may experience…

Discusses how in Connecticut, all teachers must be certified for the position they hold. Outlines the specific certification levels in Connecticut for English Language Arts. (SG)

Notes that secondary English teachers must negotiate between using standard professional discourse and the sub-discourse used within a particular school or school district. Suggests strategies to use to help future teachers negotiate between the two. (NH)

Written in a reader-friendly style for busy faculty members and school administrators with little or no prior knowledge of statistics, this comprehensive model is designed to create fair, valid, and reliable assessments of teacher knowledge and skills. Evaluation experts Judy Wilkerson and Steve Lang provide detailed guidance for the complete…

The opening chapter of this volume attempts to provide a framework for education about the international or global community that is emerging. Chapter 2 notes some of the recent and possible future changes in the world and in the United Nations (UN) system. The third chapter identifies some of the obstacles to learning about the world and the UN…

Reports on research done in an ethnographic fieldwork style conducted on teacher preparation programs and discusses the contradictions that preservice teachers encounter in conceptions of curriculum. Includes extensive references. (MD)