Abstract
Wholistic perspectives on language and learning pervade current educational research and theory. Although these theories have affected what is taught in teacher education programs, they are only beginning to influence how that content is taught and learned. Until teacher educators explore more fully how to live their own models, they will have a limited effect on changing the current course of teacher education or of education in elementary and secondary schools. This article first describes the current scene in teacher education by discussing beliefs about learning that build from recent understandings about language, and constraints on change that exist within college settings. The second half of the article presents a variety of changes that teacher educators have been exploring in their classrooms and programs. These changes are based on insights from current theories of learning and language. They reflect the attempts of teacher educators to create learning environments that support all learners as i...
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