* Corresponding author. Tel.: #517-353-6418; fax: # 517-353-6393. E-mail address: mttatto@msn.edu (M.T. Tatto).  These were chosen because one or the other of the two authors had personal knowledge of them through participation and/or research. Where informal sources have been used, they are indicated in the notes. International Journal of Educational Research 33 (2000) 493}514 Chapter 3 Designs for initial teacher preparation programs: an international view Janet S. Stuart, Maria Teresa Tatto* University of Sussex, UK Michigan State University, College of Education, 513D Erickson Hall, East Lansing, MI 48824, USA Abstract The process of designing Initial Teacher Preparation Programmes is discussed using "ve examples of recent innovations in this "eld, two from the &North' and three from the &South'. After brie#y describing the case studies, the analysis stresses the importance of understanding the historical, socio-economic and cultural contexts in which such programmes emerge, and the political and epistemological tensions which many exist. It then reviews the structural and institutional parameters, such as length, location, time and organisation of the courses, and raises the issues of what the trainees bring with them. Finally curricular strategies are examined, by looking at the aims and objectives, the content and teaching/learning processes, and comparing how these are dealt with in the di!erent countries. The conclusions point to some emerging trends, but emphasise the contextual nature of such programmes.  2000 Elsevier Science Ltd. All rights reserved. Much has been written on designing and developing school curricula. Much less has been written on the professional curriculum for teacher preparation. Furthermore, when one looks at bodies of literature related to the theme, almost all derive from analyzing the experiences of the industrialized countries in the North. The curricula of Initial Teacher Preparation Programs (ITPPs) in the countries of the South have received relatively little attention. This chapter will seek to look at ways in which such programs are designed in both North and South, drawing examples mainly from Anglophone countries, and also from Mexico. The analysis is based on comparisons of "ve recent innovations. They are:  Michigan State University's (USA) Teacher Education `Model for the 21st Cen- tury;a 0883-0355/00/$ - see front matter  2000 Elsevier Science Ltd. All rights reserved. PII: S 0 8 8 3 - 0 3 5 5 ( 0 0 ) 0 0 0 3 1 - 8