ABSTRA CTThe University of the W est Indies Distance Teaching Experiment (UWIDITE), which provides distance education based on an interactive teleconference network, as an alternative mode to traditional pre-service teacher education programmes is described. Considerations are made within the framework of fostering quality teacher education and the relevance of distance education to developing Caribbean countries. Questionnaires were given to 169 teachers who were either graduates of or pursuing a 15-month certi® cate in education programme on the UWIDITE teleconference network in the options: mathematics, social studies, literacy studies, integrated science and deaf education. Responses to questionnaires provided most of the data discussed. Overall, the exploration highlighted several perceived strengths and weaknesses as a delivery mode for quality teacher education. Recommendations are suggested, including comprehensive feedback on assignments and interactive counselling sessions on the network.

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Winnifred M. Hall (Faculty of Education, the University of the West Indies, Jamaica) and Mary Dixon (Department of Special Education, Mico College, Kingston, Jamaica) consider the views of Caribbean special‐education teacher‐trainees on the characteristics of effective teachers; examine their patterns of interaction during practice; and suggest revisions to the structure and content of their training programmes.

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It is the practice of this journal to reflect not only national concerns but those of our overseas colleagues. Here Barbara Bailey and Winnifred Hall examine the situation in the West Indies, searching for solutions to their particular circumstances. Their ‘curriculum design proposal’ advocates a large essential learning component, which would run counter to curriculum directions in Britain. Interestingly, though, on the vexed issue of terms, they seem to be abandoning the use of ‘learning disability’ in favour of ‘learner in difficulty’.