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Publication Date: 
July 2006

As global concerns increase about the effectiveness of schools in edu Tlcating and developing the human resource potential critical to economic and social advancement, countries worldwide have embarked on a wide range of school improvement initiatives. Central to these is the belief that good teachers are the most critical component of what schools need to do a good job, and good teachers need to benefit from good education programmes (Villegas-Reimers and Reimers 2000). Presumably, "good" teacher education programmes are those capable of making timely, appropriate, and effective responses to our rapidly changing social, cultural, economic, and environmental contexts; those able to engage in self-study and reflective practice that ultimately lead to the kind of attitudinal and programmatic change required to produce more effective outcomes from the teacher preparation process.

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