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In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice.

This article explores and analyses the context of school‐based teacher development in Sub‐Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school‐based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub‐Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.

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RESUMO:Este artigo enfoca o maior problema que ameaça todas as sociedades: atrair, reter e formar professores, particularmente em lugares onde os sistemas escolares estão se expandindo rapidamente. Examina as características da "crise dos professores" em relação a dados mundiais, dando uma atenção particular a lugares-chave na Áfri-ca e na Ásia. Esse contexto constitui o quadro de análise de um leque de pesquisas e programas de desenvolvimento que buscam usar as novas tecnologias da comunicação e da educação a distância para enfrentar a escala do desafio colocado. Palavras-chave:

This paper provides an overview and analysis of the role of practical experience within pre-service and in-service programmes of teacher education. The increasing importance of practical experience is noted and the variety of forms of partnership between Universities and schools are reviewed. The paper argues (i) for a stronger theoretical articulation of the relationship between the practicum and overall course design, (ii) for greater co-operation between European countries in developing studies around this common element in all courses and (in) for intellectual links with newly emerging and closely related theories of learning and curriculum.RÉSUMÉ Ce rapport est à la fois une synthèse et une analyse du rôle de l'experience pratique dans les cours de formation initiale et de formation continue. Les différentes sortes de partenariat entre Universités et établissements scolaires ainsi que l'importance croissante de l'experience pratique y sont traitées. Ce rapport propose (i) une formulation théorique plus solide sur les les relations éléments pratiques et cursus (ii) une coopération plus ferme entre les différents pays européens afin de developper une base de recherche sur cet élément commun à tous les cours de formation et (iii) des liens plus profonds avec les théories récentes sur apprentissage et cursus.RESUMEN Este artículo analiza el papel de la experiencia práctica en los programas de formación inicial y permanente del profesorado. En él se destaca la importancia creciente de las prácticas y se comentan las distintas formas de partenariado entre universidades y escuelas. El informe aboga por (i) reforzar la relación entre la práctica y el diseno general del curso, (ii) por una mayor colaboración entre los países europeos por lo que se refiere a llevar a cabo estudios acerca de este elemento común en todos los cursos, (iii) por establecer vinculos intelectuales con teorias de aprendizaje y planes de estudio estrechamente relacionados. ZUSAMMENFASSUNG Dieses Referat bietet sowohl einen Überblick als auch eine Analyse über die Rolle der praktischen Erfahrung innerhalb der vordienstlichen und dienstlichen Programme der Lehrerausbildung. Neben einem Überblick über die Vielfalt der Zusammenarbeit zwischen Universitäten und Schulen, wird hier auf die immer wichtiger werdende Rolle der praktischen Erfahrung hingewiesen. Dieses Referat spricht sich aus: (i) Für eine überzeugendere theoretische Artikulation der Beziehung zwischen dem Praktikum und der allgemeinen Studienstruktur, (ii) Für eine bessere Zusammenarbeit zwischen den europäischen Ländern, indem 0261-9768/96/030217-33 Studien entwickelt werden, die dieses gemeinsame Element in allen Kursen beinhalten. (iii) Für intellektuelle Verbindungen mit den neu erscheinenden und eng verbundenen Lern-und Lehrplantheorien.

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