Table Of ContentJournal of Education for Teaching
Contents of Volume 23, 1997
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
ASSCXriATE EDITORS
WESTERN EUROPE OUTSIDE UNITED KINGDOM Prof. Doutora Isabel Alarcao, Universidade de Aveiro, Centro
Integrado de Formacao de Professores, 3800 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 Tbongthew, Faculty of Education. Chulalongkorn 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 Ltd, 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. An annual index and title-page is bound in the final issue. ISSN 0260-7476
CARFAX © 1997 Journal of Education for Teaching
VOLUME 23 NUMBER 1 MARCH 1997
Editorial. Political Spin and the Gyroscope Factor 5
Teacher Education in Australia: what difTerence does a new government
make?
Rod Chadbourne (Australia) 7
The Process and Practice of the Teaching Profession and their Implications for
a Teaching Council in Lesotho
J. PuLANE Lefoka (Africa) 29
Teachers’ Views of the Role of Initial Teacher Education in Developing their
Professionalism
Rick Davies & Joyce Ferguson (England) 39
The Influence of Personal History on Preservice Malay, Tamil and Chinese
Teacher Thinking
Peter Bodycott (Hong Kong) 57
Mr Gradgrind and Miss Beale: old dichotomies, inexorable choices and what
shall we tell the students about primary teaching methods?
Keith Sharpe (England) 69
RESEARCH IN PROGRESS
The Template Project
Tony Tricker, Peter Long, Margaret Rangecroft & Peeter Gilroy (England) 85
Announcement 87
Book Reviews 89
VOLUME 23 NUMBER 2 JUNE 1997
Editorial. Saraswati Betrayed: the colonisation of the intellect 117
Micro-politics in Initial Teacher Education: Luke’s story
Heather Hodkinson & Phil Hodkinson (England) 119
The School Experience of Some Minority Ethnic Students in London Schools
During Initial Teacher Training
C. Jones, M. Maguire & B. Watson (England) 131
In Search of Saraswati: a study of the professional productivity of Indian
teacher educators
V. K. Raina (India) 145
Professional Development in Residence: developing reflection on science
teaching and learning
John Loughran & Richard Gunstone (Australia) 159
An Israeli Study of Longitudinal In-service Training of Mathematics, Science
and Technology Teachers
Moshe Barak & Shlomo Waks (Israel) 179
Book Reviews 191
VOLUME 23 NUMBER 3 OCTOBER 1997
Editorial. Days of the Trojan Horse 213
Partnerships Between Higher Education and Secondary Schools: some
problems
Robert V. Bullough & Don Kauchak (Utah, USA) 215
Perceptions of Professionalism by the Mentors of Student Teachers
Nigel Wright & Mike Bottery (England) 235
Teachers’ Perceptions of Mentoring in a Collaborative Model of Teacher
Training
Lynn Jones, David Reid & Stuart Bevins (England) 253
Reclaiming the Agenda of Teacher Professionalism: an Australian experience
JuDYTH Sachs (New South Wales, Australia) 263
Looking Again at the ‘Supportive’ Environment of Constructivist Pedagogy:
an example from preservice teacher education in mathematics
Mary Klein (North Queensland, Australia) 277
RESEARCH IN PROGRESS
Primary Partnerships’ Impact on Schools in England
Shirley Lee & June Wilkes (England) 293
Information and Communication Technology in the Professional Practice of
Beginning Teachers
D. S. G. Carter (Western Australia) 294
Book Reviews 297
Acknowledgement to Referees 303
