In an effort to help prospective teachers translate theory into practice through re flective teaching, students enrolled in a social studies methods course were linked with master teachers through a cooperative teaching practicum. Fergu son introduces Joyce and Showers' model for effective teacher training, dis cusses reflective teaching and coopera tive team learning, describes the course procedures, and appraises the out comes of the project.
In this article, the author first de scribes the historical development of teacher education in Japan. He then analyzes selected similarities and dif ferences between past and present Japanese and American teacher prep aration practices. Ferguson concludes by describing the efforts of the Japanese to use and modify Western pedagogical concepts.
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