Abstract
Preservice education is the arena in which persons begin to formulate, refine, and adopt the values of their profession (Simpson, 1979; Waugaman, in press). These values continue to shape their professional practice throughout their careers resulting in extended professional commitment and a high degree of self-identification with the profession. Education for the professions, therefore, extends beyond the boundaries of transmitting a specific body of knowledge or a particular group of skills. It has a continuing impact on the practice of the profession and the shape of that practice. Preservice education influences the identity and selfunderstanding of the professional long after its formal conclusion.
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