Partnerships of Schools and Institutions of Higher Education in Teacher Development Ron Hoz, Moshe Silberstein, Editors Traditionally, teaching was considered an occupation that carried a resemblance to ordinary occupations that provide social services, such as nursing and driving. The realization of the great, intricate nature of the conditions in which teachers work, the special skills required for teaching, and the vast knowledge base that they apply led to viewing and treating teaching and teachers for the wider perspective of professionalism. This relatively new approach is on the rise in western cultures […] This book reflects the view of teachers as professionals and the impact exerted on professionalism by the new context of the school-university partnership. The twenty-one papers gathered here present types of continuous teacher education that emphasize teachers' professionalism for the beginning of their preservice phase and throughout their careers. The papers are based on presentations to the First International Conference on teacher Education at the MOFET Institute in Tel Aviv, Israel, in July 1993. […] The papers are arranged into three sections which define different views on the preparation of teachers and the enhancement of their competence to function in a highly demanding and multifaceted profession. […] They relate to different phases, sites, and forms of the teachers' professional development and their life cycles. […] Section I tackles the issue of how, where, and when student teachers learn to teach. It outlines general views and problems in the methods and programs by which theoretical and practical knowledge is acquired. […] Section II deals with the practicum in learning to teach in preservice, inservice, or alternative programs. Recently the role and nature of this important experiential component of teacher education changed, and paths were proposed in which schools and universities join forces to devise a new types of practica. […] Section III deals with teacher professionalism and expertise and the development of teachers throughout the career cycle in conventional programs and in school-university partnerships. […]