To accomplish needed reform in education, this author recommends that a combination of purposes must be pursued; these involve the four major elements constituting an educational context, which are characterized as pattern, preparation, practice, and "compaction." Pattern is defined as all aspects of the structure and configuration of…

Although state governments have a less direct effect on new teachers than do the actions of school administrators and fellow teachers, state standards and the level of financial commitment determine, to a certain extent, the quality of life for teachers. State departments of education can assist first year teachers by: (1) working with teacher…

Declares the need to train teachers to use computers in reading and language arts and describes a training program used with undergraduate education majors at the State University of New York at Geneseo. (SRT)

The constructivist perspective, which holds that children's learning of subject matter is an interaction between what they are taught and what they bring to a learning situation, could be used to improve mathematics teacher education. (PK)

"Tomorrow's Teachers" (Holmes Group, 1986) expressed the need to reform teacher preparation programs. Implications of this report for preparation of visual disabilities teachers are discussed, focusing on a five-year training program, three levels of educational licenses, professional entry examinations, strengthened ties between…

A response to articles by Alan Tom and Richard Wisniewski (November-December 1981 Journal of Teacher Education) is offered. Alternatives to the National Council for Accreditation of Teacher Education (NCATE) standards are considered. It is suggested that higher selection standards for teachers be coupled with financial incentives. (PP)

The issue is no longer whether control of teacher education will shift away from institutions of higher education, but to what extent, and to which of the interest groups now vying for control of major program components it will shift to. The impact of potential changes in preservice and inservice teacher education, field experiences,…

This paper describes prevailing models of teacher education programs in Israel and notes differences in their student teaching components. Suggests that the variability is due to different views regarding professional, epistemological, and sociopolitical factors, which result in a variety of teacher education programs, especially practicum…

Addresses research-based issues related to preparing teachers and other professionals to work with children and youth with emotional and behavioral disorders. Discussion includes an identification of basic personnel preparation questions to be addressed, components of an effective training program, steps for establishing program effectiveness, and…

Proposes an alternative knowledge base to that currently articulated for physical education teacher preparation, examining knowledge areas important in preparing novices for teaching in current and future schools: Education and Physical Education, knowledge production and access, the person in/and society, cross-boundary experiences, and politics,…

Maintains that, although geography is being revived in the K-12 curriculum, preservice teachers are not benefiting from the cooperative efforts of geography and education faculties. Argues that geography faculty have new reasons and new opportunities to collaborate with geography teacher education. (CFR)

Presents an interview with Richard Kunkel, Executive Director of the National Council for the Accreditation of Teacher Education (NCATE) from 1984-90 (a time when NCATE was undergoing a major change). Kunkel discusses the impact of accreditation and the NCATE redesign on the improvement of the teaching profession. (SM)

This paper reviews issues in regular and special education and the changes these issues will require in university preparation of teachers. Issues concern the content of teacher preparation programs (such as developing behavioral management skills and training in concepts rather than techniques) and the changing school environment (such as…

Describes the reflective process of a group of teacher educators who examine the goals and strategies of their teacher education program. Each educator/author discusses the program from their own point of view regarding the power of collaborative reflection in the conceptualization and implementation of teacher education practice. (GLR)

Discusses the need for a unified curriculum to meet needs of all young children in inclusive settings and describes development of an early-childhood teacher's preparation program offering a comprehensive curriculum collaboratively between a university and a community college in Nevada. Presents program's requirements, goals, and stages of…