Scenarios for the Future of Teacher Education in Europe

In this paper four scenarios are presented which illustrate possible futures of teacher education in Europe. These scenarios are the result of a project of Research and Development Centre 19 of the Association for Teacher Education in Europe. 1 The four scenarios differ from each other in their emphasis on four driving forces: pragmatism, idealism, individualism and social coherence. Each scenario is described in terms of characteristics of society, education and teacher education, roles of teachers and teacher educators, and is illustrated in a short scene.     

Programmed cell death features in apple suspension cells under low oxygen culture

INTRODUCTION A number of abiotic stresses have been shown to induce programmed cell death (PCD) responses in plant cells. High temperatures (e.g. 55 篊) induce nuclear condensation and DNA fragmentation in cultured carrot, cucumber and Arabidopsis cells (McCabe et al., 1997; McCabe and Leaver, 2000), and also mitochondrial cytochrome c release in cucumber cotyledons (Balk et al., 1999). The PCD pathway also appears to be activated by ozone. Ozone induces an oxidative burst with acc…     

An Effective Teacher Institute for Curriculum Dissemination1

This article recounts the development of Living in Water, a science curriculum for the middle grades, and the teacher training institute that was developed to disseminate the curriculum. This article also reviews how the teacher training institute was modified in response to findings from the evaluations of each of the three institutes that the authors presented. The evaluations included analysis of the teacher training institutes, the attitudes of the master teachers, the attitudes of the in-service workshop participants, and the demographics of the students who ultimately were taught using the Living in Water curriculum.     

Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning

Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K–12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as personal factors and the latter two as social-contextual factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students’ personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed.     

Reflections on Trends in Teacher Education in Europe Using the Scenario Perspective

In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided.     

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