In this discussion on the development of expertise in teaching, a theory of skill learning is first presented. The characteristics of five stages of skill development in teachers are described: (1) novice; (2) advanced beginner; (3) competent teacher; (4) proficient teacher; and (5) expert teacher. A review of data collected by studies on the…

The personal and cumulative experiential knowledge of the education profession has been valued out of proportion to that which could be contributed by research. A comparison of education with agriculture provides a contrast showing the potential importance of the use of research in teacher education. Educational research is not as well developed…

An effective induction assistance program is necessary to prepare beginning vocational education teachers. A structured approach should be based on research, educational theory, experience, and the best thinking that can be found. To be successful, an induction assistance program must be a collaborative effort, accepted and supported by local…

A response is given to the recommendation of the Georgia Governor's Education Review Commission that the grade point average (GPA) requirements for admission to undergraduate teacher education programs in Georgia be raised from the present 2.5 to 2.7. Brief summaries are presented of five studies dealing with the relationship of GPA for admission…

The University of Texas at Dallas's teacher education program involves a university-wide approach. Unlike most other universities, there is no formal college or school of education at Dallas. Instead, faculty with the appropriate education and experience hold appointments in the academic disciplines and teach courses in professional education and…

It is common in teacher education programs to require a course in reading or language arts methods, at least for students preparing to be elementary teachers. The question for teachers of methods courses is how they can best prepare students to be teachers of reading. A common approach to teaching a reading methods class is to provide information,…

Discusses the potential impact of the National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics on teacher education programs. Considers an historical perspective on reform as well as teacher and student conceptions. (PK)

The image of school as a knowledge work organization provides guidance for improvement efforts which use suggestions from new management literature. A systemic reform should be based on the following: (1) professionalization of teaching; (2) integration of theory, research, and practice; and (3) transformational leadership. (Author/PS)

Criticizes, for programmatic and political reasons, two main recommendations of the Holmes Group report: (1) to transfer professional studies from the undergraduate level to the graduate level and (2) to deny undergraduate students the opportunity to major in education. Gives reasons why the Holmes proposals would not work in Indiana. (IW)

Middle level education needs personnel specifically educated for and committed to working with the middle level age group and program, and this requires the development of sound middle level teacher certification requirements and programs. (Author/DCS)

Immediate actions in any number of areas are required if those involved in teacher education are to restore their credibility and to prepare effective teachers for the future. Eight "imperatives" are identified and explained in detail. (JMK)

This article asserts that psychology has corrupted the teacher education process and that teacher education must emphasize the cultural and sociological aspects of schools. Suggestions for renewing schools as sites for pre- and in-service education and professional development are discussed. (DF)

The "two-phase" structure of teacher education programs in the Federal Republic of West Germany has traditionally separated the theoretical from the practical aspects of teacher training. An experimental program developed at the University of Oldenburg in the 1970s appeared to overcome this problem, but was short-lived. (Author/PP)

The current movement to prepare educators for roles in human service settings promises to alter the face of teacher education as profoundly as the movement toward professional standards for teachers changed the normal school into the current teacher education institution. (Authors/CJ)

Unless there is a renewed effort by educators to reach a consensus on the meaning of competency in the teaching profession, the promise of the competency based teacher education movement will be as elusive as its terminology. (Authors/CJ)