Abstract
Historically, secondary teacher preparation in the United States has been slow to respond to changes in public education. Using Goodlad's concept of educational renewal to bridge the traditional disconnect among teacher education, schools, and content area disciplines, this qualitative case study examines the process of revision and renewal of a secondary education program. The study examines internal and external factors contributing to the change process, bureaucratic and personal responses, and resistance to change in higher education. Recurring phenomena within the study, such as structural barriers and enhancements, provide insights for change. Positive outcomes, including a revised program and renewed trust among faculty are discussed.
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