The opening remarks offered by Swensen, Rozema, Young, McGrail, and Whitin (2005) make a significant contribution by creating a space for reflection and subsequent action at the intersection of English teacher preparation and technology. This brief commentary addresses several points in Swensen, et al.'s article relating to the adoption of new…

This paper describes and analyzes five conceptual orientations that have dominated the thinking of teacher educators in this century: (1) academic; (2) personal; (3) technological; (4) practical; and (5) critical/social. Loosely connected to views of teaching, learning, and/or learning to teach, these conceptual orientations represent sets of…

This article suggests that the theme of the teacher as a pivotal person able to transform knowledge into effective lessons can give unified purpose to teacher education programs. This theme is used to analyze what two education students have learned and need to learn about teaching. (Author/MT)

Focuses on two issues in teacher education reform: (1) excellence and equity; and (2) content and pedagogy. Concludes that the United States needs teachers who foster democratic values and prepare students for effective citizenship. (BSR)

The article examines the recent redesign of the processes and standards of the National Council for Accreditation of Teacher Education from the perspective of the history of efforts to establish national standards for teacher education in the United States. Lessons and possible pitfalls for these continuing efforts are drawn, based on challeges…

Describes a program that brought teacher researchers together to discuss their work and learn about each other's teaching techniques. Reflects on the purpose of the project, which was to provide professional development and a way for teachers to share information and enhance their own teaching. (SRT)

Extended programs are likely to reduce the quality and quantity of teachers and probably will not improve teacher performance. Because the risks of extended programs are great and the benefits uncertain, other strategies for improving teacher education should be explored more aggressively. (Author/LHW)

Critiques the position that extended teacher preparation programs are likely to reduce the quality and quantity of teachers and unlikely to improve teacher performance. That position is driven entirely by cost consideration at the expense of any discussion about value. (LHW)

Points out that teachers with specialized training in early childhood education tend to focus on adult-directed cognitive development. Offers recommendations on how training programs can help teachers enhance the development of the whole child in more child-centered programs. (BB)

The author applies the evolutionary idea of reciprocal relationships between people and their environment to the possibilities for change in teacher education. Teaching as an intellectual activity and the need for interdisciplinary study are advocated. (MT)

Discusses a course of academic study and practical training in the education of visually handicapped children that might be adapted by other teachers requiring special training to work with children with special needs. (JOW)

The author expresses his agreement with the recommendation that teacher education be upgraded--suggested in the preceding article by Gideonse in the same issue--but sets forth some additional problems to be overcome. (Author/JM)

In a recently published article, it was suggested that program evaluation in teacher education is unsophisticated and poorly conducted. Arguments are presented to show that the article presents a limited view of program evaluation efforts being conducted in schools of education. (JN)

Discusses the current shortage of Latin teachers in the face of growing enrollments, citing as one reason for this shortage inadequate efforts to recruit candidates for Latin teacher training programs. Recommends a reactivation of these programs, with encouragement for new teachers to enter the profession at the secondary level. (MES)

If teacher education programs are to have an effect on the structure of the schools their graduates teach in, they are going to have to reorient themselves to focus on the modification of organizational factors rather than focusing solely on the professional development of school personnel. (Author/IRT)