Abstract
ABSTRACT Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance, as the very notion of what a teacher should know and be able to do is dramatically changing. This issue offers stories of rethinking as teacher educators use crises to create opportunities for transformation. Their narratives illustrate dilemmas, many of which are ongoing. Our paper begins with a discussion of four enduring dilemmas or tensions that have long plagued and puzzled teacher educators. We then turn to three themes that emerge from the articles in this issue and offer a lens for reimagining the tensions laid out earlier so as to work our way into a different reality for teacher education. We conclude with thoughts about challenges relating to emerging practice areas and timely improvements we need to meet them.
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