Table Of Content

Journal of Education for Teaching Contents of Volume 22, 1996 EDITORIAL BOARD EDITOR Edgar Stones, University of Birmingham. England DEPUTY EDITOR Peter Gilroy, University of Sheffield, England REVIEWS EDITOR Anne Edwards, University of Leeds, England ASSISTANT EDITOR David Hartley, University of Dundee, Scotland ASSOCIATE EDITORS WESTERN EUROPE OUTSIDE UNITED KINGDOM Prof. Doutora Isabel Alarcao, Universidade de Aveiro, Centro Integrado de Formacao de Professores, 3S00 Aveiro, Portugal AUSTRALASIA Profcssor David Aspin, Faculty of Education, Monash University, Clayton, Melbourne, Victoria 3168, Australia CENTRAL AND SOUTH AMERICA Professor Maria das Gracas Furtado Feldens, Universidade Federal do Rio Grande do Sul, Faculdade de Educacao Sala 700-10, 90 450 Porto Alegre, RS Brazil CANADA Professor Peter Grimmett, Faculty of Education, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada CENTRAL EUROPE Dr Anne Adamik-Jaszo, Teacher Training College, Budapest PFIO, Hungary USA Dr Dona Kagan, Manassas, Virginia, USA RUSSIA Professor Nikolai D. Nikandrov, Presidium Russian Academy of Pedagogical Sciences, Pogodinskaya 8, 119905 Moscow, Russia AFRICA Professor Barnabas Otaala. Faculty of Education, University of Namibia, Private Bag 13301, Windhoeck 9000, Namibia SOUTH EAST ASIA Professor Sumlee Tbongtbew, Faculty of Education, Chulalongkom University, Phya Thai Road, Bangkok 10330, Thailand USA Professor Kenneth Zeichner, Department of Curriculum and Instruction, University of Wisconsin-Madison, 225 North Mills Street, Madison, Wl 53706, USA The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education. It interprets ‘teacher education’ in the widest sense, to include initial training, in-service education and staff development. The journal welcomes scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues. Editorial correspondence, including manuscripts for submission, should be addressed to the Editor, Professor Edgar Stones. 11 Serpentine Road. Selly Park, Birmingham B29 7HU, England. Contributors and potential contributors may alternatively send manuscripts and address enquiries to the appropriate Associate Editor. Full details concerning the preparation and submission of articles can be found in the Notes for Contributors. Books for review should be addressed to Professor Anne Edwards, School of Education, University of Leeds. Leeds LS2 9JT, England. Business correspondence, including orders and remittances relating to subscriptions, back numbers, offprints and advertisements, should be addressed to the publisher: Carfax Publishing Company, PO Box 25, Abingdon, Oxfordshire 0X14 3UE, England This journal is published three times a year, in March, June and October. These three issues consititute one volume. ISSN 0260-7476 CARFAX © 19% Journal of Education for Teaching VOLUME 22 NUMBER 1 MARCH 1996 Editorial. Donkeys and parrots 5 Demand and Supply: meeting the need for teachers in the ‘new’ Russian schools Stephen L. Webber (England) 9 Teacher Education in the Republic of Karelia: a Russian case study James Muckle &. Vladimir Prozorov (England & Russia) 27 Re-defining Partnership: revolution or reform in initial teacher education? John Furlong, Geoff Whitty, Caroline Whiting, Sheila Miles, Len Barton & Elizabeth Barrett (England) 39 A Study of Teacher Educators: research from the USA Edward Ducharme & Mary Ducharme (Iowa, USA) 57 Stress and the Post Graduate Secondary School Trainee Teacher: a British case study John Head, Faith Hill & Meg Maguire (England) 71 Quality Teacher Education via Distance Mode: a Caribbean experience Winifred M. Hall «fe Christine Marrett (Jamaica) 85 Primary Pre-service Courses in Science: a basis for review and innovation Margaret Gooday & James Wilson (Scotland) 95 Iconoclastes Deconstructing constructivism 111 Book Reviews 113 VOLUME 22 NUMBER 2 JUNE 1996 Not an Editorial. The Horse’s Mouth 133 Defining and Developing Professionalism in English Secondary Schools Gill Helsby (England) 135 The Residence Teaching Practicum Internship at Ben-Gurion University of the Negev Ron Hoz &. Arna Peretz (Israel) 149 Instructional Support as a Catalyst to Inclusive Classroom Practices Cathy C. Kaufman & Kay Chick (Indiana, USA) 171 Student Teacher Perceptions of Effective Teaching: a developmental perspective Steve Wilson & Rob Cameron (NSW, Australia) 181 Professional Development in Hong Kong Primary Schools: beliefs, practices and change Allan Walker & Cheng Yin Cheong (Hong Kong) 197 Book Reviews 213 VOLUME 22 NUMBER 3 1996 Editorial. Venal? Villains? Victims? 245 The Reform of Initial Teacher Training in France Gerard Bonnet (France) 249 The lUFM and Initial Teacher Training in France: socio-political issues and the cultural divide Colin Asher & Regis Malet (England & France) 271 Preparation and Competence of Intending and Beginning Teachers in Malta Charles Mifsud (Malta) 283 Reflection and Teacher Education Stephen J. Newman (England) 297 Enhancing Understanding in Student Teachers: the case of auto-pollution Matthew Hillman, Martin Stanisstreet & Edward Boyes (England) 311 Book Reviews 327 Acknowledgement to Referees 343