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It is necessary to have a good teacher training policy so that education and training activities can achieve their goals. Well-trained teachers will also lead to an increase in the quality of education. A well-trained teacher is expected to have a high motivation on many issues. The motivation to teach is one of the types of motivation that a teacher should have in the education and training process. Interest and aptitude to teach are among the determining factors of the motivation to teach. There are many variables associated with the motivation to teach. One of them is the anxiety of not to be appointed which can be described as the anxiety about not being employed as a result of the education received. The aim of this study was to determine the effect of pre-service teachers' anxiety of not to be appointed on their motivation to teach. To this end, this study was conducted in the relational screening model with pre-service teachers studying in the final year of Fırat University Faculty of Education and in the pedagogical formation education program of the same faculty. As a result of the study, it was determined that pre-service teachers' motivation to teach and anxiety of not to be appointed were high. Another result was that pre-service teachers' motivation to teach decreased as their anxiety of not to be appointed increased. [ABSTRACT FROM AUTHOR]

This study investigates the legal literacy of urban public school administrators in Malaysia. Data were collected from 109 school administrators. The instrument that was administered to the respondents comprised two parts: Part 1, the background information of the respondents; and Part 2, items on the law related to schools, such as teachers’ duty of care, classroom supervision, and corporal punishment. The article discusses the findings of the research and provides some recommendations to school administrators to reduce the risk of litigation. [ABSTRACT FROM AUTHOR]

Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm. [ABSTRACT FROM PUBLISHER]

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The article discusses the increase in the California school districts of English language learners (ELs or ELLs), and suggests the study of a teacher's role in relation to ELs should be included in teacher preparation programs in collaboration with special education professionals. The article comments on the over-representation of language minority students in U.S. special education settings, the referral process of ELs to special education programs according to guidelines set by California's Department of Education, and guidelines for teacher training programs developed by the California Commission on Teacher Credentialing (CCTC). Also discussed are Individual Education Plans (IEPs).

Language minority students represent an increasing percentage of the school-age student population in the United States. Because the number of English language learners (ELLs) is on the rise nationwide, some states have enacted English-only legislation that impacts the educational experiences of ELLs and the teachers who work with them. Many teachers are now responsible—for the first time—for the linguistic and academic success of this student population; therefore, many states and districts have mandated teacher training. The authors' work as co-staff developers over the past 7 years has highlighted the cyclic trends of teachers attending the workshops and the need to maintain a positive stance and ground training sessions in real classroom practices and experiences. As such, the interactive Structured English Language (SEI) training deepens the professional knowledge and strengthens the instructional skills of all certified teachers who attend the workshops and training sessions. [ABSTRACT FROM AUTHOR]

The article discusses the teacher quality contentious issues and the questions raised on the No Child Left Behind Act to address economic social, moral and cultural problems in the American public education. It states that significant criticism continues in teacher educational programs, an educational foundations course, that prepares teachers to be highly qualified as the said enactment requires. It suggests that self-renewal must be included in the teacher education so that teachers may learn to face challenges, overcome obstacles and reflect on failures. It notes that high quality teaching and personhood involves navigating, negotiating, exploring and back-tracking while certification and licenses are inert objects of teachers' acquired skills, techniques and expertise in the program.

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research question for this paper is: How can we mobilise robust hope in the analysis of teacher education policy? Specifically, this paper asks how a robust hope framework might speak to the Top of the Class, a report into teacher education by the Australian House of Representatives Standing Committee on Education and Vocational Training. [ABSTRACT FROM AUTHOR]

England's Training and Development Agency for Schools (TDA) requires that students, in order to qualify for teacher status, must undertake the study of law. This article reviews the TDA standards and considers its rationale for the selection of law. Such selection and the need, if any, to study law are contrasted with texts written for teachers wishing to study law. It is evident that the need to study law is now even greater because of the increased role that regulations play, particularly with regards to children's rights, and the willingness of parents to challenge decisions. Empirical research was undertaken to review the initial level of legal knowledge of trainee teachers. This indicated that there is a need for a robust approach to law as there is evidence of trainees' confusion about such matters. The article recommends that there should be greater emphasis given to enabling students to further their studies through understanding legal principles, that some subjects should be given greater priority in initial training whilst others, though introduced to students, could be left to the induction period. It is also of concern that the current approach to the subject ignores its potential for problem based learning and the use of case material. [ABSTRACT FROM AUTHOR]

In response to recently enacted federal legislation known as No Child Left Behind (NCLB), a teacher education institution entered into a collaborative arrangement, funded by the local school district, which greatly increased the amount of time elementary preservice teachers spent in their initial field experience. NCLB participants were assigned to local, low-performing, inner-city schools, while traditional elementary preservice teachers were assigned to a variety of sites. ANCOVA was used to determine if there was a statistically significant difference in the changes in the preservice teachers' stress (as measured by teacher stress subscales) between the NCLB and traditional groups. The results indicated there were no statistically significant difference in the changes in the instrument subscales of role overload, job satisfaction, and illness symptoms. Contrastingly, there was a statistically significant difference (p < .05) between the changes in the role preparedness of the NCLB and traditional participants with the traditional group having a higher mean. Qualitative data revealed that both NCLB and traditional group members overwhelmingly identified course load as the leading cause of stress. [ABSTRACT FROM AUTHOR]

With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes. "Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility," "The Gift of the Gab: A Cycle of Teacher Talk," and, "Cruising Together: Navigating the Politics of Schools." These themes suggest that co-teaching field placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students. [ABSTRACT FROM AUTHOR]

This paper examines some aspects of teacher education policy change in South Africa. It contextualises the changes by firstly examining the apartheid teacher education system and then mapping the changes that have occurred in teacher education in South Africa since 1994. Using a case study of the Further Diploma in Educational Management at the University of Pretoria, it provides a critical analysis of one particular current path to teacher education in South Africa, namely the ‘franchise’ public/private teacher education provision. The paper concludes by discussing the related policy possibilities and problems of teacher education policy since 1944. It highlights how institutions have stategically responded to change in a transitional context, and draws attention to the disjunction between policy intentions and outcomes. [Copyright &y& Elsevier]

The article presents information on the state regulations concerning teacher education in Great Britain in the nineteenth century. The job of educating teachers has been organized around particular, resolute, structural and ideological concerns that have been foregrounded at different historical moments. Some such concerns deal with the role of the state and its regulatory function as well as issues of supply and demand and the accompanying existence of a wide variety of routes into teaching. An analytical study of the historical accounts of teacher education discloses the centrality, continuity and potency of many of these issues. Some researchers have gone to the extant to say that such a study also reveals the complexities and contradictions which characterize this "Cinderella-like," provision. Therefore, the main emerging question to be asked is about the role and purposes of teacher education which are not adequately addressed in the sequential accounts. It has been argued that the step to regulate and control teacher training was modeled by particular wandering formations which have tracked teacher education.

In 1987. the Texas legislature enacted Senate Bill 994 requiring draconian changes in teacher education programs. Simms and Miller discuss this legislation, the political climate that spawned it, and outline tentative plans to revamp teacher education in compliance with the law. Finally. they describe what steps teacher educators in other states should take to amid the Texas experience. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of Brazil's Educational Reform Law of 1971 on Brazilian teacher education. The Law of 1971 decreed profound changes in the nature of Brazilian elementary and secondary schooling. It was anticipated by the architects of this landmark legislation that substantial changes in Brazilian teacher education would also occur as a natural consequence of the Reform Law. Although the elementary and secondary schools had been the chief focus of the 1971 law, many alterations for teacher education were both implied and decreed by the 1971 Reform Law. Half a decade later, officials of the Brazilian Ministry of Education remained in doubt as to the degree to which Brazil's teacher education institutions had modified their programs so that the types of teachers called for in the 1971 law were, in fact, being prepared. Evaluators at the Federal University of Rio de Janeiro were commissioned by the Ministry of Education to evaluate the extent to which teacher licensing courses in Brazil had been adapted to meet the legal requirements of the Educational Reform Law of 1971.

The article presents a syntactical model on the research of teacher education which is primarily dedicated for the administrators and doctoral's students and helps the researchers point possibilities in teacher education. In addition, The teacher education is viewed from the standpoint of various theoretical preference and elucidate the point that may examine the teacher education. According to the researcher, the study is applied for criticism to make the major contribution into a specific theory at its origin.

The article discusses issues related to the need of the teaching profession for an adequate legislation in the U.S. According to the author, it is ironic that state legislators require student teaching for certification and yet fail to include legal provisions for the practice. The author cited cases that called for the importance of having a legislation in the teaching profession. In the case "Clay v. Independent School District of Cedar Falls et al." the court upheld the practice of teaching if it was done under the supervision of a regular teacher. The author concludes that adequate legislation can be achieved only if the teaching profession is willing to establish this as a high priority goal and work for the implementation of laws match to the needs of teacher education.

Focuses on topics involving the condition of U.S. rural schools to be investigated by the National Council chaired by Honorable E. T. Fairchild, superintendent of Kansas. Need to recommend a rational basis for the distribution of state school funds; Enactment of laws for adequate preliminary training on the part of applicants for teachers' certificates; Advantages of centralization or consolidation of schools.

The article focuses on the certification law for teachers passed by the legislatures in Illinois. One immediate effect of the law is on the extension courses for teachers. This will enable teachers who have no professional training to take courses to meet the new requirements of the law. In addition, the law will send many teachers or prospective teachers to summer schools. Springfield and Joliet are the most active cities in organizing extension courses for teachers. Similar experiment in organizing extension courses is under way in Ann Arbor, Michigan.

The article reports developments in the teacher education in Utah. The Teacher Certification guidelines established by the State Board of Education in 1956 have been effective in making progress toward the elimination of "letters of authorization." In fact 83 percent of the uncertified teachers had met the goal for the first year of the five-year plan while 40 percent of them have already met the goal for the second year. The Second Annual Utah State Conference on Teacher Education was held at the University of Utah from May 2-3, 1958. It was sponsored by the Utah Education Association, the State Department of Education and all Utah teacher education institutions.

The article presents updates related to teacher education in Iowa. The Iowa Teacher Education and Professional Standards (TEPS) Commission reports that every country and local education associations have set up a TEPS committee which is currently involve in four major projects such as distributing TEPS information, establishing scholarships, promoting FTA clubs, and encouraging adoption of Practical Personnel Policies. Moreover, the Commission is emphasizing to improve the communications with the county and the local committees.

The article reports that the teachers colleges in Mississippi is observing the action of the Recess Committee of the Mississippi Legislature on dealing with problems in public education. The author describes that according to some proposals the distribution of state funds will be probably tied to teacher certification and the minimum salaries will be based on certificates held. If the proposals become state laws, colleges will face the burden of providing new facilities for teacher education.

The article presents the developments in teacher education in Tennessee. The Tennessee General Assembly in 1951 has enacted a new certification law. The certification transfers to the State Board of Education for the authority for setting up requirements for certification and the authority to appoint an Advisory Council on Teacher Education and Certification. The Advisory Council proposes that a full study of certification requirements must be made by each group concerned of educators and a study guide is being prepared and a state-wide conference planned in June 1952.