Abstract
To prepare teachers to meet the needs of increasingly diverse student populations, assume new leadership roles, form new partnerships with communities, and transform the profession of teaching through a career-long commitment to professional development and inquiry, teacher education programs around the country are being “restructured” A common element of most restructuring proposals is a focus on the teacher's role as a reflective, inquiry-oriented decision maker, and problem solver. Against this backdrop of widespread reform, this paper presents a case study of a multiyear effort to restructure the teacher education program at State University. This article describes the constraints, barriers, and limitations such as “turf” protection, fear of risk taking, conflicting ideologies, and struggles for power and influence that emerged during the restructuring process. A prototypical model of how the psychological, social, and political dimensions of the change process impact restructuring is also discussed.
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