Discusses some benefits and problems of the North Carolina teacher preparation program, "Quality Assurance," which is a comprehensive reform program placing strong emphasis on public school participation during a six year teacher education process. (SD)

Provides an example of a comprehensive form for obtaining specific evaluative data related to teacher education programs. Reports on the findings of preliminary investigations that used the form. (FL)

Examines the relationship between job satisfaction and the quality of teachers' training programs. Results indicate that the higher teachers rated their preparation programs, the more stress they perceived on the job from a lack of administrative support. (SRT)

Article offers alternatives to traditional methods of teacher preparation whereby teachers interact more effectively with their environment, and school management becomes flexible and functions on a real plane that involves constructive change.

Describes (1) characteristics of effective preservice teacher preparation programs, (2) characteristics of teachers who have compiled an effective program, and (3) undesirable qualities of teachers not likely to emerge in graduates of effective programs. (EL)

The author visited 12 teacher-education programs in six southern and midwestern states. He reports on current practices in pre-student teaching laboratory training, student teaching, and extended campus programs. (SJL)

Finds reasons for the failure of English teachers to employ methods recommended by research. Offers suggestions for changes in teacher education programs. (SD)

Says that worries about declining academic performance of American students raise awareness that improvement of teacher preparation is critical to quality of life in the future. Suggests directions newly-designed teacher preparation programs should take, emphasizing clinical preparation. (SD)

Discusses issues in science teacher education raised by falling test scores in the 70's including: the insufficiency of four year programs versus the cost of five year programs; admittance requirements; inappropriate evaluation standards; and the lack of knowledge of specific components of the teacher preparation program. (SD)

Claims that knowledge about how content, students, and learning interact with pedagogical knowledge when decisions are made in the teaching environment must be a central concern of teacher education programs. Provides a model by which an awareness of such knowledge can be imparted. (HB)

It is often said that university professors do not really know what is going on in the classroom because it has been a long time since they taught in a public school. However, in teacher education programs that are certified by national accreditation agencies, faculty must maintain contact with the public schools by engaging in a variety of…

Article focuses on the exasperating experience faculty members face in attempting to fill out job placement forms for their students. It further stresses a need for a unified and defensible teacher training program. (Author/RK)

A survey of teachers, professors of education, and personnel in state departments of education reveals that there is a discrepancy between the importance placed on supervision by professors and state departments of education and that perceived by teachers. (FL)

The first part of this paper deals with the nature of the sixth-year license. Second, a summary is given on state licensing. A third section briefly reviews sixth-year preparation programs offered by universities. And finally, some closing remarks are made about sixth-year licensure and preparation. (Author/SJL)

The authors examine national trends, 1975-1978, in state certification requirements and teacher preparation programs which recognize middle school teaching as a specialty. They list states which issue middle school certificates and note the percentage growth at universities of middle school teacher education program offerings. (SJL)