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The Teacher in Training program at the Windesheim University of Applied Science believes that education should have a more pro-active role in society and should be aimed at the future. They therefore introduced Futures Thinking into the curriculum. This article describes the process of integration and the obtained results including the cultural change and the impact on students.

"#G008004817." ; "January, 1982." ; Distributed to depository libraries in microfiche. ; "Federal grant from the Department of Education, Citizen Education for Cultural Understanding Program, authorized under section 603 of Title IV of the National Defense Act as amended." ; Includes bibliographical references. ; Mode of access: Internet.

Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers' experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur's framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed "lived" stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.

When enrollments dropped sharply in Florida State University's teacher-preparation program in visual disabilities, major efforts were made to recruit undergraduate and graduate students and hence to save the program from extinction. This article describes the successful four-year recruitment program and the methods used: a survey to determine the target population, the use of current students to attract new ones, the harnessing of campus resources, and obtaining funds for recruitment activities.

This article focuses on a case study of the Badass Teachers' Association, the largest nationwide teacher activist organization in the United States. The theoretical framework of social movement theory and community organizing provides a structure upon which to better understand the organization. Ten members of leadership participated in this study, which utilized a series of three interviews focusing on different aspects of leaders' beliefs and the role of the organization, while document analysis provided historical context for the development and evolution of the organization. Two themes—strength of identity and role of the organization—were found in the analysis of the data. The importance of the organization in furthering teachers' voices and expanding the organization's influence is discussed in the findings.

The essence of the innovative competence of the teacher in the way of integration into the world space of education. The main tendencies of teacher's training for professional innovation activity are described. Best European practices according to the using of innovative studying technologies in the work with students are examined. The author proves the need for partner collaboration, group forms of activities to solve problematic learning problems at school through Problem Based Learning. Especially, the issues of development of creative initiative of children in collective work are highlighted. The content and typical difficulties in the practical using of Blended Learning are described. It is noted that Blended Learning combines traditional and distant models of studying, it can take place not only in the lecture room but outside, in synchronous or asynchronous regimes, and it predicts an extensive using of ICT in work with students. The technology of Inquiry Based Learning in teaching STEAM school subjects is presented, especially in the process of working with remote educational laboratories and Inquiry Learning Space (ILS). Some innovative tools for their practical using according to the work with students are implemented. The importance of using Project Based Learning for integration of educational subjects in the New Ukrainian School is also characterized, which gives an opportunity to form a coherent picture of the world in them.

This article presents the monograph of prof. Dr. Snežana Stojiljković Psychological characteristics of teachers, in which the author, following the thread of her scientific interests provides a comprehensive picture of characteristics and competencies of educators. Beginning with teacher's role as the carrier of educational activities and psycho-social portrait of future teachers, and through analysis of the educational role of a teacher, to the psychological characteristics and considerations of professional stress of teachers. The special value of this part make presentations of research, most of which are carried out by the author herself and her associates. Stojiljkovic argues that teachers are fairly homogeneous population, which have the characteristics of members of the helping professions and she highlights the importance of examining the personality dimensions relevant to the teaching profession, both for professional orientation, as well as for achievement of development potential of teachers. The author of this monograph concludes with the topic related to the readiness of teachers for professional development. The significance of the monograph can be seen in actuality of the topic she is dealing with. It represents both a polemic and an invitation to reconsider the usual stereotypes about the role and place of teachers, by which the author enters into a dialogue with potential readers and encourages personal review and reflection on their own educational practice and place in society.

When I returned from a long summer in Israel, following the Six Days War of June 1967, Berkeley seemed to belong to an altogether different universe. Things that had been upper-most in my mind, indeed in everyone's mind, during those months in Jerusalem were of marginal interest to the bustling students and respectable faculty members on campus. In comparison with the hectic atmosphere in Israel at that time, even the most politically involved campus in the United States appeared like the proverbial ivory tower. After a brief hiatus during which everyone had breathlessly observed the events of the war in the Middle East, these events quickly receded into the background, and on the shores of the Pacific other issues seemed far more important. While activists were busily preparing an attack on United States government policy in Vietnam, everyone else, secluded in the innumerable Berkeley classrooms, seemed concerned with purely academic matters.