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Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates' field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss various reports published within the issue on topics including college mathematics instructors' pedagogy and beliefs, the formation of the Mathematics Teacher Education Partnership and the professional growth of community college faculty.

The value of university-based programs of teacher education in preparing high-quality teachers is currently the focus of increasingly contentious debate among researchers, policy makers, and media experts. To a large extent, public awareness and understanding of the work of teacher education is filtered through one or another of these lenses because direct public experience with programs of teacher education is limited. The authors developed a capstone event, termed the "Public Conversation,"for their graduate-level, Teacher Education Program as a means of introducing graduates to the community and engaging a variety of community members in substantive dialogue around significant and enduring issues related to teaching and learning in the public schools. This article reports on impacts of the Public Conversation on community members, public school professionals, and university faculty, who participated as critical friends in this process. [ABSTRACT FROM AUTHOR]

A common component of teacher preparation reform includes the development of partner schools. As more universities create partnerships, the impact on faculty rewards, rank and status are significant concerns. This research examined these issues with National Network for Educational Renewal (NNER) institutions. The amount and nature of faculty work in partner schools varied considerably across NNER institutions suggesting that progress is variable and/or that institutions are arriving at different solutions regarding partnerships. In addition, the provision of formal and systematized teaching load credit or course release for faculty who work in partner schools is only slowly emerging at some institutions. Finally, only a small percentage of institutions reported changes in tenure and promotion guidelines recognizing partner school work, with about one third indicating that such changes were under discussion, while half reported no changes. Reasons for these findings are offered and analyzed in terms of changing teacher preparation programs. [ABSTRACT FROM AUTHOR]

To obtain a snapshot of current faculty supply and demand in education, a survey was distributed to the 752 American Association of Colleges for Teacher Education institutions; 408 were returned. The survey asked for vacancies, applicants,failed searches, minority hires, and reasons for shortages for 1997 to 1998 and 1998 to 1999. Vacancies averaged 4.0 per institution; applicants, 14.2 per opening. Openings increased by 34%; applicants decreased by 19%. Failed searches averaged 25%. Minority hires totaled 21.1%. Areas of need included early childhood, elementary, library, mathematics, reading, and special education. Reasons for shortages included other educational institutions attracting candidates (73%) and higher salaries in K-12 (72%). No significant differences were found for institutional size, type, or sponsor. Conclusions include: (a) demand is greater than supply; (b) shortages are more critical in some areas; (c) minority hires may be increasing; and (d) other educational institutions and K-12 salaries are drawing applicants. [ABSTRACT FROM AUTHOR]

Explores the implications of the factors included in the constraints that limit education faculty service and their colleges and universities. Constraints on faculty service; Structural facilitators of service; Evaluating professional service for tenure and promotion reviews; Productive, professional service; Conclusions.

Deans are expected to deal with a wide variety of constituent groups. The deanship is complicated, in large part, because of the myriad demands that are a part of the role. Matczynski, Lasley, and Haberman focus on how faculty members evaluate the effectiveness of a dean. A previous study assessed university administrators' perceptions of the dean's role. In this study, the authors examine the significance of the faculty data vis-a-vis a dean's effectiveness and discuss implications for future research endeavors. [ABSTRACT FROM AUTHOR]

Nussel, Rusche and Wiersma surveyed a representative sample of 426 teacher educators in 39 public and 25 private institutions. Three instruments were developed, one of which was influenced by Herzberg's earlier work. Although there were some differences among ranks and between tenured and non-tenured faculty, subjects generally manifested satisfaction with their professional work. [ABSTRACT FROM AUTHOR]

Bush describes several major attempts at reform that have occurred over the past half century. Efforts to restructure teacher education are not new, asserts the author. What we now need is to critically examine all of the reports that have been issued and to determine what next steps are warranted based on historical lessons and the current knowledge base. [ABSTRACT FROM AUTHOR]

The authors found that Education majors become more progressive in their attitudes toward educational practices after experiencing professional courses and clinical and field experiences, particularly when those experiences are organized and directed by Education faculty members who hold progressive views. The results contradict often-found conclusions from less rigorously designed studies and suggest that the contradictory findings of different research paradigms may be reflecting the different factors that make up the various attitude constructs. [ABSTRACT FROM AUTHOR]

Moore investigates indicators of faculty quality as perceived by deans of SCDEs. Data were collected by mailing a specially constructed instrument to a sample of 243 deans of education. The instrument was comprised of selected quality indicator categories: academic preparation, professional experience, personal qualities, documentation of teaching effectiveness, evidence of scholarship, service activities, candidate's personal and professional development, and leadership qualities. Responses were returned by 178 deans. Data were analyzed through the use of descriptive statistics. Eight criteria were ranked as the most important indicators of quality for initial employment. Those indicators were presented and discussed. [ABSTRACT FROM AUTHOR]

King examines the relationship between teacher educators and their colleagues in the liberal arts and sciences. Two reasons are identified regarding why liberal arts faculty historically have come to distrust or to be disdainful of teacher education programs. Further, the author discusses specific activities that liberal arts faculty members might engage in to improve teacher education and she includes suggestions for increasing their participation in the teacher preparation process. [ABSTRACT FROM AUTHOR]

The author suggests that this period of "second-wave" reform reports provides an excellent opportunity for teacher education faculties to work anew on five long-held goals: (a) improving liberal arts education; (b) strengthening the quality of teacher candidates; (c) achieving stronger collaboration with lower schools; (d) clarifying the role of education faculty; and (e) strengthening graduate teacher education. Strategies for addressing each goal are suggested and barriers to goal achievement are explored. [ABSTRACT FROM AUTHOR]

Arends, Murphy and Christensen describe a long-range staff development project for teacher educators. Sponsored by the Maryland State Department of Education and in cooperation with five higher education institutions, the project aimed at using research to improve teacher education. Over a two-year period, 28 higher education faculty participated in the project that included a series of research dissemination seminars and two residential staff development workshops. Significant questions pertaining to the staff development of teacher educators are raised in the paper and insights about the nature of teaching teacher educators are provided. [ABSTRACT FROM AUTHOR]

Denton, Tsai, and Cloud investigate inquiry productivity in teacher education among colleges and universities in the United States. For the purpose of this investigation, productivity was based on contributions to annual meetings of ATE, AACTE, AERA (SIG on Teacher Education), and to leading journals in teacher education over a five-year period: 1980-1984. Data ware analyzed in terms of total productivity yielding a list of 50 institutions that have been active in knowledge production and utilization in teacher education. [ABSTRACT FROM AUTHOR]

Faculty development in schools, colleges, and departments of education should address the special needs of teacher education and reflect current knowledge of adult and career development. This article proposes six priorities for faculty development that can strengthen the role of teacher education within the academy while developing the vitality of the education faculty individually and collectively. [ABSTRACT FROM AUTHOR]

What impact does a teacher education program have as a source of ideas for subsequent teaching practice? To answer this question, Clark and his colleagues collected "origins" behavior for 71 student teachers and first-year teachers. Through systematic class- room observation of the subjects, 1,346 teaching behaviors were observed and analyzed. Immediately after a behavior was exhibited, the teacher described what he or she perceived as the origin of that behavior. The dominant behavior related to instructional activities and the most frequently perceived origin was "my own idea." Few behaviors were attributed by the teachers to their work with university faculty members. The authors discuss the reasons for their findings, and they propose several ways of mitigating the powerful influence of personal experience. [ABSTRACT FROM AUTHOR]

Katz and Raths present a framework for use in classifying and summarizing research on teacher education programs. The framework serves as a heuristic for investigating and identifying critical re- search questions vis-a-vis teacher preparation. Eleven interacting parameters within the framework contain a wide range of variables, including (a) program goals, (b) characteristics of teacher education candidates, (c) characteristics of faculty and staff, (d) course and program content, (e) program ethos, (h) admission, graduation and certification regulations, (i) institutional resources, (j) evaluation procedures, and (k) program impact. The authors argue that by systematically ordering the available literature and generating and testing appropriate research questions, teacher educators should be able to develop more useful theories to guide practice in the field. [ABSTRACT FROM AUTHOR]

The article focuses on the merger of two teacher education programs and the problems and benefits accruing from the merger. Mergers are common in the field of business and industry and are also common in public education in the form of school district consolidations, but mergers in higher education are rare. There have been some cooperative agreements between financially troubled private colleges, but significant mergers in higher education have rarely been mediated. The Oregon State Board of Higher Education started an experimental inter-institutional administrative merger modeled to create a single School of Education from two of the state's oldest institutions, Oregon State University (OSU) and Western Oregon State College (WOSC). This decision to merge the programs of two schools of education effected in the creation of an inter-institutional organization: The OSU-WOSC School of Education. The merged School, located on two campuses 20 miles apart provides students a choice between two distinct campus atmospheres, while assuring them a single high-quality set of programs. The merger allowed more effective utilization of faculty resources. It's been three years since the merger of the OSU-WOSC School of Education has taken place. In certain situations, higher education mergers can offer greater institutional stability for schools of education, but effective mergers may be possible only in uncommon situations.

The article focuses on the establishment of teacher education in the University. It has been argued that teacher education pertains to on campus if it is a legitimate academic activity based on scholarship and inquiry. Teacher education, calls for few demands from the institution. Teachers and students gain access to programs easily, but their movement to other parts of the institution is very circumscribed, standards are hard to find and are meaningless, and practically no additional funds beyond low maintenance are provided. Teacher education gathered the lowest level of support of all programs offered in higher education. Perhaps teacher educators feel that they are worth nothing more than what they get. It may be now time for teacher educators to assess their place on campus, but assessment without any initial acknowledgement of the fiscal nightmare of teacher education is irrelevant. Teacher education's place in higher education is problematic because its faculty, students, and programs are organized in low profile by most of the campus.

The article focuses on the conflict of cultures in academics which is due to the culture of faculty and university. Both differ in terms of their respective roles and missions. Instead of imparting a valuable education to students, the mission of the education faculty is, as it seems, to produce the workers and the unemployed. The low reputation of the education faculty members (EF) is a big source of dissatisfaction. To some outside the university, the teaching preparatory program, attributed in its completeness to the EF, is among the major causes of what is featured as the low state of public education. To some in the university, the school of education is a necessary hindrance, whereas to a few others it is not even supposed to be essential. The unfriendly position of the EF is owing to a conflict between the dominant culture of the university and the partially alien. The seeds of the conflict and differences were planted at the inception of the university as well as in the early stages of the development of teacher education. The low status of the EF's socially preferred mission, markedly different from that of the dominant faculties, is the underlying cause for conflict.

The College of Education at Cleveland State University engages in a Visiting Instructors Program in partnership with area school districts. Annually, outstanding classroom teachers are nominated by their districts to serve for a year as regular full-time members of the faculty team in the undergraduate preparation of teachers. The contributions of this partnership to realism and modeling in professional course work, as well as the benefits to individual teachers and participating districts, are described by the authors. The evidence presented counters the misconception of deep divisions between school practitioners and college faculty and suggests a technique for improving education at all levels. [ABSTRACT FROM AUTHOR]

The article argues that education faculty must determine a close relationship of research to knowledge and practice. In this study, the role expectations for teacher educators in private colleges and universities in the U.S. are explored. The most consistent characteristic of institutions in schools, colleges and departments of education is the faculty size. Preparing teachers in private institutions requires some shifting in priorities to reconcile self-evaluation. It has been stated that the pressure to teach or conduct research is one of the several conflicts experienced by teacher educators in private institutions.

The article discusses the author's formal reflections on his time as a dean of education. The author's formal reflections were categorized into three namely, mistakes made by the author, successes and things that did not work out but still doing it. He neglected some of a dean's and a college of education's important constituency and was of it was the faculty. The accomplishment of preparing and adopting the new mission statement during his first year in the position was one of his accomplishments. It had gave them the general direction needed in a tactical planning.

The article evaluates the two major causes for the disappearance of the teaching of public virtue and the civic arts from most college and university campuses in the U.S. One is the overwhelming influence of the ethos of the research university on the thinking and teaching of college and university faculties across the country. The other is the virtually unconscious acceptance by academics of the ideology of liberal individualism, along with the uncritical acceptance of the organization and operation of institutions of higher education as autonomous corporations, modeled on the modern business corporation.

Recent observers of the current state of teacher education concur that teacher preparation programs are beset by dilemmas which challenge reassessment and change (Gideonse, 1982; Katz & Raths, 1982; Watts, 1982a, 1982b, 1982c, 1982d). Each writer documents the problems posed to institutions and offers solutions for resolving them. The solutions range from the dream of reconstructing traditional programs to a more practical revision by basing focus and content on empirical findings. Each is responsive to three documented realities of higher education today: that enrollments are declining, that resources consequently are diminishing, and that the most academically able are not choosing teaching (Vance & Schlechty, 1982). Some teacher training institutions, in an effort to counter these realities, are restructuring their education offerings by developing programs to attract clientele who service populations other than elementary and secondary schools. Such marketing may become the norm for teacher training institutions to survive the realities of the 1980s, but survival is also dependent on quality programs which graduate exemplary teachers. The intent of this paper is to describe an alternative way to strive for quality in lieu of(or while we are conducting) major face-lifts. The proposal is for teacher preparation programs to adopt a theoretical or philosophical model common to all its programs and departments. Such a framework will have operational goals and objectives which will not only be acknowledged by education faculty, but will guide program implementation. This suggestion is not unfamiliar. We all learned the import of adopting a theoretical framework when we learned how to inquire. However, this foundational concept has eluded teacher educators during discussions of program review and change. [ABSTRACT FROM AUTHOR]

The article focuses on the foundations of education in the U.S. that has passed through the final stages of a search for identity and has came down at an accountable state of maturity. The analysis is based on the belief that the expanding role of all departments of education is preparing education professionals for multiple settings. A variety of innovative suggestions by scholars include new methodological approaches concerned with setting based action research. It also admits interdisciplinary models of educational ecology and aesthetic education, policy studies of social and educational change, phenomenon of knowledge and the relationship between social advocacies and educational change.

The article reports that the foundations of education in the U.S. have had a history of marginality and are currently experiencing a changeable present. The authors have argued that contemporary social and professional conditions have applied the foundational disciplines in a precariously defensive position. At a time when educational preparation is on the defensive, the foundations of education has much to offer. Foundational faculty, can procure the necessary intellectual corrective for the boredom, sense of imminent crisis and routine often experienced by educational professionals.

The article discusses a study that evaluates the concerns of cooperating teachers when working with field experience students (FES) or preservice teachers in teacher education in the U.S. Cooperating teachers expect that FES have undergone university-based courses to prepare them for the school classroom. There are also concerns on the importance of building a partnership for the preparation of new teachers, which would involve the university faculty, other school personnel and students themselves. Cooperating teachers expect FES and university supervisors to exhibit professionalism and display a commitment to the teaching profession. Another important factor in observing FES is on their attitude and enthusiasm towards becoming teachers.

The article focuses on the faculty development in schools, colleges and departments of education in the U.S. According to the author, the personal needs of the individual faculty in order to grow include: acquiring more knowledge related to adult development and applying them in teaching; developing deeper relationships with other teachers in education; and becoming educated in areas of faculty involvement. The professional needs of the faculty include: understanding of the professional traditions and history; acquiring more links with national and regional individuals and programs; and becoming more potent within the university.

The article discusses several lessons learned from the dean's grants for the restructuring of teacher education in the U.S. According to the author, the greatest barrier to the success of faculty development without sufficient funding is the difficulty administrators have in trying to provide reduced workloads for faculty participants. Consequently, faculty involvement is important in the curriculum development toward the goal of restructuring teacher education programs. The author believes that leadership is necessary in the restructuring process by sharing information about alternatives and resources, planning for faculty development needs and implementing an evaluation design.

The article reports that the Advisory Board of the Faculty Development Resource Center of the University of Texas of Arlington (UTA) has decided to obtain faculty opinions about the work atmosphere of their institution and about the academic life within the institutions. A comparison with the total UTA faculty suggested that the respondents were representative of the population in relation to academic unit, rank, sex and tenure status. According to the rankings on a five-point scale of actual and ideal performance criteria, the UTA faculty prefer to be evaluated by teaching criteria.

The article discusses the differences in grading practices and its serious impact on students as demonstrated by the grading policies of the University of Michigan. Little guidance for the faculty has been provided by university policies in the performance of grading which has a serious impact on the students. Because of the lack of guidance, the difference in the individual faculty grading behavior has been abundant. Furthermore, differences in the grading practices grow out from the main theories that concern grading.

The article focuses on the reasons behind the failure of the teacher training model at the State University of New York in Stony Brook, New York. The university's faculty felt that its teacher training model has produced teachers who are not generally effective as leaders, creative thinkers and autonomous, whole persons. One problem cited by the faculty members was the employment of supervisor in the university. The author of this article outlines the results of a case study about the application of family systems concepts in the training of teachers.

The article discusses the issues confronting the conduct of inservice and continuing education, with an emphasis on the author's proposal to integrate field-and campus-based continuing education and set performance standards for faculty involvement in inservice education. The author has presented his analysis on the prior exploitative models of inservice work, explaining its inadequacies and failure to capitalize on the unique capabilities of higher education. He has enumerated the three conditions that has caused the inservice failures. His proposal for a corrective model for the inservice phase of continuing professional development concludes the article.

The article reports on the results of the study regarding the personnel practices in the teacher education programs in colleges and universities in the U.S. Out of 728 questionnaires sent to the educators only 30 percent of them showed that the institution’s chief administrative officer for teacher education was selected upon the recommendation of a faculty committee, and 60 percent showed that this officer was selected either by the president of the institution without formal faculty involvement in the selection process or by an administrative group with little faculty involvement. It also appears to be little uniformity in the selection process of departmental chairman or order subunit administrators and little of the faculty at the departmental level in the selection process of their administrative officer.

The article discusses a study on the social class origins of college teachers of education in the U.S. The data were gathered as part of a larger study of college teachers of education at the University of Nebraska. Deans and chairmen were asked to submit up-to-date lists of their faculty members in education. The questionnaire used contained several measures of social class origin in which father's occupational level was thought to be the most accurate. The evidence suggests that much larger number of incumbents enter the field of college teaching of education from homes of skilled or unskilled laborers.

The article discusses the statewide study conducted by the University of California in Berkeley, California, which inquires the opinion of university faculties on the approval of the Joint Statement on Rights and Freedoms of Students approved by the Council of the American Association of University Professors on October 27, 1967. One major finding of the study was the agreement of the faculty and administrators who represented institutions that have nationally accredited teacher education programs in student participation in the teacher education programs than were faculty and administrators who were not from such institutions.

The article reports on the needs of teachers to pursue the science education curriculum in preparation to become junior college science teachers in the U.S. However, a number of educators do not believe that one trained in science education should function as a college teacher of science. The junior college science teacher needs a comprehensive knowledge of the whole field of science and a penetrating knowledge of the individual subjects. The fact that college teachers usually lack a sufficiently broad background gives rise to one of the prime weaknesses of higher education, fragmentation and overspecialization of the curriculum.

The article presents several experiments and surveys related to education including "The Relationship of Conventional and Experimental Ph.D. Programs to Later Faculty Service and Satisfaction," by Robert T. Alciatore, "Preservice Experiences with Disadvantaged Children: A Pilot Study," by Rolland L. Callaway, "State Certification of Teachers in Catholic Elementary and Secondary Schools," by Mary John Lindner, "An Evaluation of Teachers' Styles of Teaching That Foster Creativity," by Richard R. Palermo, and "An Investigation of the Changes in the Professional Sequence Emphases in Elementary School Teacher Education Programs Between 1961 and 1965," by Theodore C. Roth.

The authors are members of the faculty of the Department of Educational Psychology at the University of Texas and give leadership to the research carried on by the Personality Research Center at that institution. The problem of mental health has always been foremost in their thinking, and the), have worked closely together since 1958 on a variety of significant researches relating to the description and understanding of conditions contributing to teacher mental health, to teacher personality, and to teacher classroom behavior. The projects toward which this impressive program of investigation has been directed are reviewed in the current contribution. The original work on ‘Mental Health in Teacher Education’ was subsidized by the National Instiute of Mental Health. It is important to note, as observed in the article, that the research studies are continuing with subsidies both from the U.S. Office of Education and the National Institute of Mental Health. Professor Peck serves as director of the Personality Research Center, and Professors Bown and Veldman as co-developers of the program. [ABSTRACT FROM AUTHOR]

The article presents a professional diploma program for education professors in the U.S. The program is proposed as a tentative solution to the problem of professionalization. Professional diploma separates competent teachers categorically from the incompetent teachers. It will also motivate an incompetent teacher to strive hard in order to become competent or to move to another occupation. Universities should also position their pride based on the number of diploma holders on their faculty members. Professors receiving the professional diploma are referred to as a diplomate.

The article focuses on the results of the survey regarding the problems that would likely to arise as a consequence of the desegregation of schools in Southern States. All except two of the colleges surveyed believed that there would be no reduction of financial support for teacher education in Negro colleges in the event of desegregation. About one third of the respondent colleges thought that a consequence of desegregation would be the displacement of faculties as college instructors. Only three respondent colleges thought Negro college offerings were good or better than those of white colleges of the South.

The article presents a study conducted by the faculty at the College of Education in the University of Minnesota to clarify the responsibilities for leadership in conducting educational research. The study had include the investigation on the activities of individual faculty and their attitudes and discussion on major problems in the conduction of research. The study had explored the major aspects of research in education which include the role of research in education; responsibilities of faculty members, departments and sections and the Bureau of Educational Research in invention and application of appropriate research methods and strategies.

The article discusses that Vague and general negative comments lean to bring around vague and general defensive reactions. The current criticism of the preparation for professional teaching is too vague, to general and lacking of constructive purposed to deserve serious response. The charge has been heard from faculty members in various sections of the liberal arts departments, and professionals of education in general have reverberated the indictment. Moreover, an overlap is simply required in the program leading to teacher certification are monovular in content.

The article presents the eight list of the doctoral studies on the education of teachers and administrators in 1957 to 1958 in the U.S. Vernon Wilson Burrows “Evaluation of Faculty Service Load in the Teachers College,” John Gideon Church “The Development of Criteria for Evaluating Curriculum Laboratories in Teacher Education,” Julius P. Freeman “Relationship of the State Department of Education to the Teacher Education,” William S. Houpt “Supply, Demand, and Qualification Factors Related to Teaching Personnel for California Colleges and Universities,” and William Lewis Maloy “A Descriptive and Critical Analysis of Florida’s Teacher Education Advisory.”

The article focuses on the evaluation conducted by the faculty of education department on the effects of developments and expansion on teacher education program at Queens College in New York City, New York. The faculty had identified nine major areas of the program that need particular attention including program objectives, organization and administration, staff personnel, curriculum, community and professional services. The problems regarding the addition of extra duties into work schedules were solve by dividing responsibilities of guiding and formulating the program course among each member of the department. The strengths and weaknesses of in each area were discussed.

The article presents an adaptation of an address presented to the Third State of the University Conference by J. Harris Purks. The author gives his analysis of the way to do academic planning. He creates an illustration of a fictitious curriculum in an institution of higher learning to address his point. He suggests that the greatest obstacle to discovering what we should do is the lack of a routine for obtaining a genuine consensus with our faculties.

The article focuses on the counseling role provided by college professionals to student teachers. The definitions for counseling term was provided in the article. As a teacher-counselor, they need to be sensitive to student needs and basic principles for acceptably of helping the counselor in satisfying those student needs. The criteria for students counseling needs include identification of behavioral manifestations of students inconsistent academic performance, interpretation of students achievement, kind of relationships the students established, extent of worry or anxiety the student experienced, and the kind of referral needed by students.

The article discusses topics and issues related to cooperative evaluation of classroom achievement in the U.S. Conventional classroom procedure has been for the teacher to appraise the work of the student. After the Second World War, the veterans in the colleges issued a warning through their sponsorship of rating plans for college teachers. Indications showed that many college teachers whose teaching was appraised by their students were grateful for the constructive suggestions and sought to improve their ways.