New Patterns of Teacher Education and Tasks; Country Experience. Belgium, France, and United Kingdom.

This collection of four reports deals with the topics of teacher education, teacher tasks, general aspects of training policies, and changes in teacher tasks and working conditions. The first report, "Experiments in Continuing Teacher Training," by Edouard Breuse, examines the program established in the French-speaking part of Belgium. The experiment organized for state school teachers promotes training for new teacher attitudes and brings teams of educators together for retraining. "Experiments in Continuing Teacher Training," by Gilles Feery, examines several innovative approaches to teacher training in France. Topics include a) diversity of conditions in which the innovations were set up, b) variety of models, and c) disparities in how the models fit into institutional structures. The report also considers whether a new model of teacher training is now being built up from disparate efforts, each focusing on a limited aspect of training. "Experiment of the College of Secondary Education at Marly-le-Roi and Its Implications for Teacher Tasks," by Josette Poinssac, discusses the effects of educational technology on the changing pattern of teacher tasks. "Innovative Trends to Teacher Training and Retraining," by S. J. Eggleston, discusses the 1972 government white paper on educational reorganization and its policies for the restructuring of tertiary education and the adjustment of teacher supply as being the critical factor in innovation in England and Wales. (Author/JS)