This bibliography contains citations of selected documents and journal articles on the characteristics of teacher candidates which have appeared in the ERIC database since 1982. (MT)

Study found no difference in traditional versus emergent value orientation between prospective elementary and secondary school teachers. Refutes theory that persons attracted to different levels of teaching are also different in value orientation. (RT)

Undergraduate students in education and engineering estimated the mean salaries of four groups of teachers. Prospective engineers were generally more accurate than prospective teachers, and males were more accurate than females. Salary was more important to prospective engineers, while other benefits were more important to prospective teachers.…

The opinions of preservice teachers are presented to illustrate the author's feeling that the education profession, faced with taxpayer resistance to increased educational costs, must become more aware of profit/loss ratios and more accountable. (MB)

Two hundred thirty-four education majors ranging from 19 to more than 35 years filled out questionnaires describing their reasons for becoming teachers. Explanations other than altruism for choosing teaching as a career are suggested, and implications for teacher education are discussed. (MT)

Seventy-three preservice elementary teachers and 41 experienced elementary teachers in the same state participated in a study to examine whether prospective teachers measure at the same conative level as practicing teachers. No significant difference was found, and three possible explanations are offered. (MT)

Canonical correlation analysis and application of double-cross validation procedures provided evidence of significant shared variance between the Preprofessional Skills Test and the American College Test scores of 537 education majors, questioning the need for students to take both tests. (Author/CB)

Training teachers in collegiality during the teacher education program, an approach to counter teacher isolation, is described. Such programs should accommodate and encourage dialogue among prospective teachers. One example of how teacher educators are striving to foster such collegial relationships is given. (Author/CB)

The article proposes that teacher education programs learn from the oversights and misassumptions made by recent career education programs.

Results of a study comparing the academic achievement of 350 teacher education graduates and 1,333 non-teacher education graduates at Clarion University (PA) challenge the view that teacher education students perform poorly. (IAH)