Preparing educators to engage families and communities is one of the most promising ways to improve student learning and build equitable schools. In this commentary, authors from the National Association for Family, School, and Community Engagement explore the landscape of educator preparation for family and community engagement and describe a…

This community-based action research (CBAR) project acknowledges and disrupts existing systemic barriers to bring teacher candidates and grassroots youth organizers together through dialogue and reflection for transformative action. The practice of community-based pedagogy is described and utilized to demonstrate how critical understandings of…

In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…

The national conference "Policies, Practices, and Research in Teacher Education: Beyond the Looking Glass" and various research centers are working to improve the quality of education by improving teacher education. Several recommendations are offered. (DF)

Regardless of the specific leadership model employed by school of education deans, collaboration is essential to reconcile and harmonize competing needs. Collaboration within the department, with arts and sciences deans, and with unions and agencies outside of the university is discussed. (IAH)

Pertinent questions are asked on the subject of college and school cooperation in the training of teachers. (JD)

The organization and responsibilities of a proposed Federal Department of Education are discussed in an interview. (JD)

ERIC citations are listed dealing with cooperative arrangements made by teacher education institutions. These collaborative efforts include arrangements with business and local school districts. (DF)

There is a need for a multiprofession approach to human services undergraduate programs. Because most human service workers in entry level positions function as "teachers," teacher education programs should participate in interdisciplinary approaches and cooperate in developing the best possible curriculum and faculty. (CJ)

A framework for the evaluation of proposals for the development of human services programs considering student needs and other educational factors is presented. Five program variables and five environmental variables are examined in a sample matrix. Suggestions for practical use of the matrix are also offered. (Author/CJ)

As they forge creative relationships with other disciplines, education professionals are rewriting the classic definition of "teacher" to encompass new fields of human services. Teachers are challenged to see themselves not exclusively as academic instructors but in the broadest sense as behavior change agents. (CJ)

A discussion of information obtained from a study of 53 teacher centers focuses on approaches to inservice needs and the factors influencing teacher participation. Various characteristics of teacher centers are discussed. (FG)

This paper addresses issues affecting the education of teachers in three areas: (1) social and economic factors; (2) philosophical and pedagogical questions; and (3) governance of teacher education processes. Preservice, inservice, and beginning teacher education are treated as parts of a whole; cooperation at different levels is urged. (PP)