Teacher education councils have been a recommended means of meeting the National Council for Accreditation of Teacher Education emphasis on a single body being responsible for the organization for the administration of teacher education in each institution of higher education.For this study, the term emerging university (the most recent classification of institutions of higher learning) was defined as an institution with a teachers college and/or normal school background that offered graduate work beyond the masters degree, but which did not meet the criteria for a university in terms of doctorate production. The study was limited to seven midwestern states.The study was conducted in two phases. In phase one, a questionnaire was sent to sixteen institutions which had been identified as emerging universities in the seven states. This questionnaire gathered selected information relative to each institution, the teacher education program, and the teacher education council. (Eleven institutions returned the questionnaire with two indicating they did not have a teacher education council.) Through this information it was hoped to establish the formal role of the teacher education council at each institution.In phase two, visits were made to five institutions representative of those returning the questionnaire. The minutes of the teacher education council were reviewed for the years 1966-67 through 1968-69. A number of individuals having a variety of relationships to the teacher education council were interviewed on each campus.Major findings based on the returned questionnaires were:1. The ratio of legislative councils to advisory councils was 2:1.2. Advisory councils had either fewer members or more members than any legislative council.3. Council members served on an ex officio basis (at least one on every council), by election, or by appointment. Only one council consisted of members selected on a single basis (ex officio).4. Of the nineteen tasks of councils listed on the questionnaire, all but one was checked as being a task of one or more councils. No task listed was checked by every institution. No additional tasks were listed by any institution.Principal conclusions of the total study were:1. Three criteria for evaluating the organization for the administration of teacher education are listed in the Standards and Guide for Accreditation of Teacher Education. 1 On the basis of the suggestions given for applying these criteria, it was concluded teacher education councils that were legislative bodies met the first and third criteria, and those that were advisory bodies met only the third criteria.2. Teacher education was still the major function of emerging universities.3. The dean of the school of education was the most influential individual on most councils.4. Administrators held 34 per cent of the council positions (average). This was just over two-thirds the proportion Tracey found in his study of committees in teachers colleges.25. Students were not on most councils although there seemed to be a developing trend toward including them.6. Structure of the councils seemed unrelated to the size or degree pattern of the universities, or the proportion of the student body enrolled in education.7. Teacher education councils varied widely in structure and function. Concern with undergraduate teacher education was the only common feature.8. The formal role of the councils was more extensive than the operational level of the councils.9. Teacher education councils tended not to play a leadership role in teacher education.10. Minutes of council meetings generally indicated only the motions passed and did not reveal any other items considered at council meetings.--------------------------------1Standards and Guide for Accreditation of Teacher Education (Washington, D.C.: National Council for Accreditation of Teacher Education, 1960), p. 6.2William Raymond Tracey, "A Study of the Use of Faculty Committees in the Administration of Colleges for the Education of Teachers" (unpublished Ed.D. Dissertation, Boston University School of Education, 1955), Abstract, p. 2.

The University of KwaZulu-Natal introduced a part-time Post-Graduate Certificate in Education programme in 2008, to enable graduate teachers to study part-time in order to become professionally qualified. To date, there has been very little academic research on how these professionally unqualified student teachers acquire professional knowledge informally on the job and from the formal Post-Graduate Certificate in Education programme. This study addresses such a gap in the academic literature by exploring the acquisition of professional knowledge through informal learning from their schools where they are teaching and formal learning from the Post-Graduate Certificate in Education. Given that the Post- Graduate Certificate in Education programme may continue to play a pivotal role in the training of teachers, this study has gone some way towards enhancing our understanding of how part-time teachers acquire professional knowledge through formal and informal learning. This study, which is located in the interpretative paradigm, used 10 in-depth interviews with Post-Graduate Certificate in Education students (aged 25 to 42), who were purposively sampled to solicit their views on the acquisition of professional teaching knowledge. Grossman’s model of teacher professional knowledge domains proved to be the appropriate lens and heuristic tool for this study, as it offers insights into the acquisition of general pedagogical knowledge, pedagogical content knowledge, content knowledge and knowledge of the context by these student teachers. The findings from the study suggest that teacher learning occurs in both formal and informal places. Drawing from a teacher knowledge model, it can be argued that propositional knowledge is acquired through academic institutions of learning and practical knowledge is obtained in different school situations of learning. Professionally unqualified teachers can learn general pedagogic knowledge and knowledge of context on the job, with the help of dedicated mentors. These findings could possibly be valuable for lecturers who are involved in teaching and preparing learning materials for Post-Graduate Certificate in Education programmes at the University of KwaZulu-Natal and other universities. In brief, the findings of the study could perhaps inform the curriculum and delivery of the part-time PGCE programme. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

The purpose of the study was to ascertain what the four state universities were doing to prepare prospective teachers in the area of legal rights and responsibilities of teachers and students.The population of the study was defined as personnel of the Indiana State Department of Public Instruction, university undergraduate deans, and professors responsible for the teaching of legal aspects of education to prospective teachers, and a random sample of student teachers.The review of literature and research revealed empirical data regarding school law, the courts, and preparation of prospective teachers in the area of legal rights and responsibilities outdated or non-existent, and subjective in nature. Authors agreed that prospective teachers need to be knowledgeable in school law for effective performance of duties. Authors found little actually being done to prepare teachers in the legal aspects of education and that reforms were needed at the collegiate level.The following findings were based on analysis of data obtained from interviews and questionnaires: Not all universities have met the requirement of including the legal aspects of education for undergraduate prospective teachers; the amount of time spent teaching school law to undergraduates is left to the discretion of the individual professors; most classes which were designed to include school law were described with no mention of school law or legal topics in the course syllabi or college catalogs; only one university class had a specific text for the instruction of legal rights and responsibilities; professors agreed that more uniformity should exist; the majority of professors recommended that a course specifically in school law should be required at the undergraduate level for prospective teachers; the preparation and background of faculty responsible for teaching school law to undergraduate prospective teachers were lacking in school law training and experience; the majority of student teachers recognized and reported a lack of training in the area of school law; and all but three student teachers reported that an undergraduate school law course should be required at the undergraduate level for prospective teachers.The following conclusions, based upon the review of related literature and research, and upon data from the study, were developed: University requirements submitted to the Indiana State Department of Public Instruction may or may not take place on the campuses; few consistencies exist in the teaching of school law to undergraduate prospective teachers; most prospective teachers do not receive sufficient training in the area of legal rights and responsibilities of teachers and students; what is taught, how the material is taught, when it is taught, if it is taught, and how much time (if any) is devoted to the topic of school law are left entirely to the discretion of the professors; most professors recognize a need to do something to improve the teaching of school law to prospective teachers; professors assigned the responsibility of instructing prospective teachers in school law do not have background or training in the area; student teachers desire an undergraduate required course in school law; most school law was disseminated in a haphazard manner; a need exists to better prepare teachers in the area of school law; school law for undergraduate prospective teachers has not been a priority issue even in the face of growing litigation; most professors believe that teachers should learn school law by experience and on-the-job training; student teachers are fearful of growing court actions and expressed a need to know current laws to manage classrooms effectively; and professors responsible for teaching school law to undergraduate prospective teachers have not conducted any workshops, conferences, or seminars related to school law.

It would be difficult to overstate the complexity of the task a student teacher undertakes when she assumes responsibility for teaching her subject to a class during teaching practice. Vet, while issues surrounding teaching practice - such as the attitudes of trainees and their socialization - have frequently been studied (Zeichner, 1986a; Wragg,1982; Al-Hidabi, 1986), it is only recently that the actual classroom teaching of student teachers has attracted much sustained research attention (see, for example, Feiman-Nemser & Buchmann, 1986a, b, c; Leinhardt & Greeno, 1986; Bork & Livingstone, 1989). Consequently, little is known in detail about what students do, moment by moment, while engaging in the key practical component of their professional training. Considering that teaching practice - variously called the practicum, field experience, professional experience, teaching rounds, and so on - plays an essential part in all schemes of training (Collins, 1982), that training institutions in general have tended to increase the proportion of time devoted to school experience (Furlong, et al., 1988) and that students have frequently been found to view the practicum as the most valuable aspect of their course (Feiman-Nemser, 1983; Turney et al., 1985), the fact that the teaching of student teachers has been so little studied appears somewhat anomalous. This situation contrasts markedly with what is known about leaching in general from studies of experienced teachers. Research into the cognitive aspects of pedagogy has revealed something of the manifold complexities inherent in teaching. Thus the teacher may be viewed as a reflective professional who demonstrates 'knowledge-in- action' (Schon, 1983). Similar conceptions underlie perspectives which focus variously upon 'teacher decision making (Calderhead, 1980), 'teacher's craft knowledge' (McNamara & Desforges, 1978; Desforges & MacNamara,1979), or 'the knowledge base for teaching' (Shulman, 1986a, 1967). Drawing from such overlapping viewpoints, a composite picture of teaching emerges. Interacting with, say, thirty disparate individuals, who comprise the pupils in her care, the teacher engages in activities designed to illuminate her subject (Shulman, 1990). Her action is based on rapid and intricate discriminations among a multiplicity of overlapping events which often pass with bewildering speed (Doyle, 1986). She must simultaneously manage both the social order in the classroom and the development of academic work, and, where there is conflict between these twin goals, the former concern often seems to be accorded priority (Carter & Doyle, 1987). Thus the teacher's action seems designed to ensure that orderly states of activity are initiated and sustained (Brown & McIntyre,1989). An additional aspect of the teacher's action, which pervades the classroom, is the way she improvises pedagogical language, in an interactive setting, in an attempt to disclose subject matter knowledge (Erickson, 1982). The teacher also possesses an awareness of the differential abilities of pupils in the class and seeks to involve them in appropriate ways (Calderhead, 1980). Yet all her pedagogical action may be orchestrated into a seamless performance of such skill that its intricacy can easily be overlooked by an observer (McNamara, 1980). Thus it would appear that if teaching practice is conceived as an opportunity for learning through attempting to emulate what experienced teachers do, the student faces a central difficulty: much of the professional activity teachers engage in is not directly observable (Feiman-Nemser & Buchmann, 1986a, b, c). The student teacher may view the overt actions of a co-operating teacher, but she is not privy to the professional discriminations which inform these actions. Nor have teachers, in common with other professionals, been found to be naturally able to be explicit about their expertise in this regard (Berliner, 1986; McIntyre et el., 1988). And the student suffers still other disadvantages. Salient among these is the fact that she has to teach pupils she is barely acquainted with. Thus she does not possess the knowledge of the class, built up over many dozens of hours of interaction, that the co-operating teacher has, and so is likely to be hesitant in interpreting pupil behaviour. Nor does she have the store of knowledge, built up from years of exposure to other pupils and classes, that the experienced teacher may fall back on when she encounters a new class (Wragg & Wood, 1984). Similarly, while she may be enthused by her subject, she does not have the pedagogical knowledge of the subject matter that the experienced teacher will have accumulated (Shulman,1987). For instance, she is unlikely to know accurately what may be expected of pupils of different ages and abilities. Nor will she be keenly aware of the common misunderstandings that may need to be guarded against when she introduces pupils to a particular topic. Neither will she possess a store of useful analogies for explaining certain concepts, and so on (see, Shulman, 1986a, 1990; Wilson, et al. 1986).

The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms. / The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher. / The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1984. / Bibliography: leaves 151-158. / Photocopy. / x, 158 leaves, bound 29 cm

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Thesis (Ph. D.)--Columbia University, 1935.

Thesis (Ph. D.)--Columbia University, 1935.

Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 285. Bibliography: p. 162-163.