Teachers and teacher educaiton in the United States : perspectives from members of the Japanese-United States Teacher Education Consortium
Author(s)
Bibliographic Information
Teachers and teacher educaiton in the United States : perspectives from members of the Japanese-United States Teacher Education Consortium
（Peabody journal of education, v.72,
L. Erlbaum, 1997
Available at 3 libraries
Note
Includes bibliographical references
Description and Table of Contents
Description
This issue of the Peabody Journal of Education represents the second major effort of the Japan-United States Teacher Education Consortium (JUSTEC) to publish a set of papers discussing important aspects of Japanese and American teacher education. Many of the articles in this issue were originally written for the purpose of communication and exchange with Japanese colleagues. Each article provides perspectives on major issues in teacher education, with an emphasis on issues considered especially significant for continued discussion and study by individuals in both countries. They should appeal to a wide audience because they focus on recent trends and developments that impact American teacher education.
The articles in this issue are divided into two sets. The first examines many of the most significant issues and trends in teacher education. The second represents the outgrowth of JUSTEC's efforts to further stimulate cooperative research that focuses on comparative analyses of aspects of American and Japanese schools and teacher education.
Table of Contents
Volume 71, Number 1, 1997. Contents: A.D. Glenn, J.W. Pellegrino, Preface. Part I:Recent Trends in American Teacher Education. A.I. Morey, N. Bezuk, R. Chiero, Preservice Teacher Education in the United States. D. Imig, Professionalization or Disperal: A Case Study of American Teacher Education. R.L. Oxford, Constructivism: Shape-Shifting, Substance, and Teacher Education Applications. L. Valli, B. Finkelstein, Listening to Other Voices: A Description of Teacher Reflection in the United States. J.W. Pellegrino, J.E. Altman, Information Technology and Teacher Preparation: Some Critical Issues and Illustrative Solutions. A.D. Glenn, Technology and the Continuing Education of Classroom Teachers. C. Kubota, The Preparation and Professional Development of K-12 Science Teachers in the United States. G. Gay, Multicultural Infusion in Teacher Education: Foundations and Applications. J.P. Dolly, E.A. Oda, Toward a Definition of Professional Development Schools. Part II:Collaborative Research on U.S. and Japanese Teacher Education. W. Parker, A.D. Glenn, Y. Mizoue, C. Meriwether, W. Gardner, Japanese and American Preservice Teachers' Attitudes Toward Global Issues and Relations. A.I. Morey, K. Nakazawa, C. Colvin, Japanese and American Student Teacher Voices: A Comparative Study of Critical Incidents. N.C. Whitman, M. Lai, N. Nohda, M. Isoda, Y. Hashimoto, Y. Iijima, A. Hoffer, Mathematics Education: A Cross-Cultural Study. C.A. Hawley, W.D. Hawley, The Role of Universities in the Education of Japanese Teachers: A Distant Perspective.
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