Abstract
Recent scholarship on teacher education has drawn a sharp contrast between “top–down” and “teacher-directed” approaches to instructional reform. However, this article suggests that all forms of teacher education share a common ground: they are all inescapably rhetorical in nature, aimed at the persuasion of teachers. While reformers may attempt to deny such intentions, they cannot help but employ rhetoric in practice. By way of illustration, the author provides a case study of a reform project that seeks to “support” teachers rather than trying to exert power over them. Analysis reveals this to be an impossible ideal, one whose appearance can be maintained only by refusing to admit to contradictory motives.
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