Table Of Content

Journal of Education for Teaching Contents of Volume 24, 1998 nniTORIAI, BOARD liDlTOR Edgar Stones, University of Birmingham, England DiiPUTY I-DITOR Pctcr Gilroy, University of Sheffield, England Riivii-ws i^DiTOR Anne Edwards, University of Leeds, England ASSISTANT I-DITORS David Hartley, University of Dundee, Scotland; Ken Zeichner, University of Wisconsin-Madison, USA ASSOCIATK ITJITORS Isabel Alarcao, Universidade de Aveiro, Portugal David Aspin, University of Western Australia, Australia Raymond Bourdoncle, Institute National de Recherche Pedagogique, France Maria das Gracas Furtado Feldens, Universidade do Rio Grande do Sul, Brazil Peter Grimmett, Simon Fraser University, British Columbia, Canada Anne Adamik-Jaszo, Teacher Training College, Budapest, Hungary Nikolai D. Nikandrov, Presidium Russian Academy of Pedagogical Sciences, Russia Theodor Sander, Universitdt Osnabriick, Germany Shin' ichi Susuki, Waseda University, Japan Sumice Thongthew, Chulalongkorn University, Thailand 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 Ltd, PO Box 25, Abingdon, Oxfordshire 0X14 3UE. England This journal is published three times a year, in April, July and November. These three issues consititute one volume. An annual index and title-page is bound in the final issue. ISSN 0260-7476 CARFAX © 1998 Journal of Education for Teaching VOLUME 24 NUMBER 1 APRIL 1998 Editorial. Symposium with Sour Wine 5 ‘What Matters Most: teaching for America’s future?’ A faculty response to the Report of the National Commission on teaching and America’s future RoHiiin V. Bullough, Jr, Mary Burbank, Julib Gbss-Ni-wsomi-:. Don Kauchak & COLLBBN Kennbdy (USA) 7 Classroom Teachers and Educational Change 1876-1996 Philip Gardner (England) 33 Rethinking Teacher Education for a Global Future: lessons from the English Michael Young (England) 51 Balancing Acts: policy agenda for teacher education and special educational needs Peter Clough (England) 63 research noticeboard Pre-service Teacher Education in Health Education: an Ontario survey Andy Anderson & Elizabe-th Thorsen (Canada) 73 RESEARCH IN PROGRESS Interpersonal Communication in Distance Education Margaret Rangecroet (England) 75 Book Reviews 77 VOLUME 24 NUMBER 2 JULY 1998 Useful Educational Research in a Transforming Society B. Robert Tabachnick (Wisconsin, USA) 101 The Culture of Cohorts: preservice teacher education teams at a southeastern University in the United States Marguerite Cogorno Radencich, Theron Thompson, Nancy A. Anderson, Kathleen Oropallo, Pamela Fleege, Martha Harrison, Pairicia Hanley (Florida, USA) & Susan Gomez (California, USA) 109 The Changing Role of the University Tutor within School-based Initial Teacher Education: issues of role contingency and complementarity within a secondary partnership scheme Diana Burton (England) 129 Destined to Teach: a case study of a Post-Graduate Certificate of Education cohort over 16 years Michael Heaeford & Brenda Jennison (England) 147 Korean and US Preservice Elementary Teachers’ Conceptions about Teaching Word Problem Solving Eunsook Hong (Nevada, USA) 165 RESEARCH IN PROGRESS Perceptions of Mentor Teachers in School-Based Teacher Education Programs CiiERYLL Duquette (Ontario, Canada) 177 Book Reviews 181 VOLUME 24 NUMBERS NOVEMBER 1998 Editorial. The Insolence of Office 201 The Political and the Professional in Education: an unnecessary conflict? Peter Mortimore & Jo Mortimore (England) 205 New' Labour and Teacher Education in England and Wales: the first 500 days Peter Gilroy (England) 221 Teacher Trainers and Educational Change in Britain, 1876-1996: ‘a flawed and deficient history’? Philip Gardner & Peter Cunningham (England) 231 Educational Advisor as Asset Stripper Nick Cohen (England) 257 Research and Inspection: unholy bedfellows Seamus Hegarty (England) 259 Status and Prestige through Faith in Education: the successful struggle of Finnish primary school teachers for universal university training Arto Jauhiainen, Joel Kivirauma & Risto Rinne (Finland) 261 Drugs Education for Whom? SuzY Harris (England) 273 Book Reviews 285 Title-page and Contents, Volume 24 297