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This paper provides an account of the processes leading to the report "Transforming teacher education. Redefined professionals for 21st century schools" undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying contexts and responses in teacher education in Asia, Europe, Brazil, Canada and the USA given key global imperatives. This paper traces the rationale, origin and development of the International Alliance, institutional members, and its objectives. The paper also articulates the distinctive collegial process and key decisions involved in the identification of themes, the different contributions of scholars, and the unique challenges of consolidating the vast amount of information across different contexts, languages and cultures. Finally, four key assertions and a summary of implications for teacher preparation and development will be presented based on the Alliance report. (Contains 1 table.)

Interviewed 10 middle-school physical educators (PE) with expertise in at least one PE subject area. Each teacher completed four interviews on familiarity with content area and with experience teaching the subject. Results highlighted significant differences between teachers teaching subjects in which they had expertise, and teachers teaching subjects in which they had little or no expertise. (SM)

This study represents a descriptive analysis of feedback patterns and perceptual maps of experienced and inexperienced teachers. Five experienced elementary physical education teachers and 5 inexperienced teachers participated in the study. Data were collected by videotaping and audiotaping three lessons taught by each teacher. Transcripts of audiotapes were made for all verbal feedback administered by the teachers, and each unit of feedback was coded from the written transcripts using a multidimensional observation system. Following the second and third lessons, patterns in cue perception employed by teachers during feedback interaction were accessed using a stimulated recall interview and concept mapping techniques. Results indicated that inexperienced teachers did not differ from experienced teachers in their feedback structure. However, experienced teachers differed from inexperienced teachers on their perceptual patterns. Specifically, perceptual maps of experienced teachers were more complex and were organized hierarchically, whereas inexperienced teachers' patterns tended to be sparse and hierarchically shallow. [ABSTRACT FROM AUTHOR]

This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying contexts and responses in teacher education in Asia, Europe, Brazil, Canada and the USA given key global imperatives. This paper traces the rationale, origin and development of the International Alliance, institutional members, and its objectives. The paper also articulates the distinctive collegial process and key decisions involved in the identification of themes, the different contributions of scholars, and the unique challenges of consolidating the vast amount of information across different contexts, languages and cultures. Finally, four key assertions and a summary of implications for teacher preparation and development will be presented based on the Alliance report. [ABSTRACT FROM AUTHOR]