A model-extended teacher education program aimed at providing quality teachers for secondary schools is presented. Five years of academic work and the initial year of teaching are covered by the program. At the end of the program, a three-year individualized plan for professional growth must be submitted. (MT)

A high school principal who hires the products of teacher education programs comments on the shortcomings of teacher education, noting particularly the graduates' lack of professional pride and poor subject matter preparation, and the failure of programs to involve practicing teachers. (PGD)

Discusses the findings and implications of effective schools research for teacher training programs, emphasizing the argument that depressed achievement derives from school disability rather than familial disadvantage. Also examines the effective teacher's need for knowledge of psychometrics and an understanding of how dependent effective teaching…

Presents an interview with Walter Mercer on the present and future shortage of Black teachers in the southern States. Discusses the effect of raising college admissions standards without increasing Black educational opportunities. Focuses also on the role of Black colleges and other related issues. (KH)

The teacher educator must develop programs that view education as a process of growth rather than the teaching of a set of skills. Education majors need to learn how, when, and why to apply the skills they have developed. (DF)

Discusses how six fundamental goals of education are attainable through education in the arts. An elementary teacher education training program designed to produce teachers who are effective at incorporating arts into general education is described. (AM)

Describes The Gambia's efforts to attain a viable language and literacy program. Priority areas for language teaching are teacher training programs, specialized training in development of materails, and an intensive English program to allow students to become fluent at an early age. (BK)

The first step toward reform of teacher education is to organize the leaders of the professional organizations and selected leaders of the colleges of education to examine the issues and problems of preservice education and the role of these organizations in dealing with those issues and problems. (Author/IRT)

This special theme issue includes: "How Can We Solve the Teacher Shortage?" (Camp); "A Student's Perspective" (Swafford); "Recruitment" (Dyer, Andreasen); "Top 10 Reasons to Become an Agriculture Teacher and FFA Advisor" (Bembardt, McMaben); "Supply and Demand of Agriculture Teachers since 1965"…

Discusses teachers who question the happenings in their classrooms and answer their questions through classroom research. Argues that these teachers will continue to learn about their students and the teaching/learning that occurs within their classrooms, schools, and profession. Offers suggestions on how to initiate a teacher/researcher effort.…

Teacher preparation, a career-long enterprise, is conducted through reflecting on practice, receiving advice from other teachers, reading, and participating in inservice education. For designers of inservice education, appropriateness of learning activities can be assessed by examining criteria such as teacher needs, trainers' desire to help…

Looks at teacher education admissions, program structure and content, and certification if they were planned with the moral nature of education as the focus. Considers why the current context makes other issues more compelling than morality and how to reshape teacher education within moral dimensions. (SK)

Supports the shift from educating the masses as music consumers to educating a population of competent music makers through the integration of the standards into the music curriculum. Believes that, by transforming the teacher-education programs and creating advocacy agendas, the barriers to educational reform will be overcome. (CMK)

Alternative certification programs in Texas, Georgia, and Florida are less rigorous and do not emphasize teaching knowledge and experience. Such programs purport to solve teacher shortages and address quality concerns but may exacerbate the latter. (SK)

This article examines the challenges of our work as multicultural teacher educators, explicating this perspective on what "taking a stand" means and the importance of infusing a praxis of multicultural education throughout the curricula of our professional teacher education programs. It is argued that as cultural workers/teacher educators, we have…