Abstract
The present paper uses as a point of departure two of Benton and Hoyt's (1990) survey items concerning undergraduate teaching and their finding that Holmes Group and Division 15 members favored more “sweeping changes” in teacher education whereas TESCSU members favored more “incremental changes.” It: (a) suggests that reform is unlikely to succeed without change in the behavior of those who teach prospective teachers; (b) suggests ways in which educational psychologists can improve the effectiveness of teachers and teacher training; and (c) questions whether moving teacher training to the graduate level will in fact improve such education.
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