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SARE — Volume 14, No. 1, 2008



Beatrice Avalos, Universidad Alberto Hurtado, Chile
Teacher Education in the Latin American Region: An Unfinished Business?

Lars Dahlstrom & Brook Lemma Umea University, Sweden & Addis Ababa University 
Critical perspectives on Teacher Education in Neo-Liberal times: Experiences from Ethiopia and Namibia

Moire Hulme & Ian Menter, University of Glasgow
Learning to teach in post-devolution United Kingdom: A technical or an ethical process?

Proscovia Ssemtamu-Namubiru,Makerere University, Uganda
A comparison of Ugandan, English and  Germany Models

Glenda Kruss, Human Sciences Research Council, Cape Town 
Trajectories of Restructuring : The Changing Context for initial teacher education in South Africa

Suriamurthee Moonsammy Maistry,  University of Kwazulu-Natal
Towards Collaboration rather than Co-operations for Effective Teacher professional Development in South Africa: Insights from Social Practice Theory

Andrew Paterson & Fabian Arendse, HSRC, Pretoria
Who are we Missing ? Teacher graduate production in South Africa 1995-2006

Chris Reddy, Hannie Menkveld & Eli Bitser, University of Stellenbosch
The practicum in pre-service teacher education: A survey of institutional practices

Fanie Pretorius, University of South Africa
Keeping abreast of changing times and demands in education: Implications for Teacher Education in South Africa

Book Reviews

Peter Kallaway on David Labaree, The Trouble with Ed Schools (New Haven & London, Yale University Press, 2004) x+245pp.; ISBN: 0-300-10350-6 . $35,00

Salim Vally and Carol Spreen on Everard Weber, Teaching in the New South Africa at  Merridale High School (Lanham, ML., University Press of America, 2006) 231pp  ISBN : 0-7618-3427-3. $??



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