Journal 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