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Abstract
Howey and Zimpher discuss the major arguments for and against teacher prep aration at the baccalaureate and post- baccalaureate levels. Further, they pro pose the implementation of graduate leadership training for experienced teachers, with selected higher education institutions having responsibility for leadership training rather than for initial preparation. The authors conclude the paper by weighing the arguments and outlining the assumptions undergirding existing and proposed teacher prepara tion models, and they assess the poten tial impact of the reform agenda on cur rent teacher education practices and policies.
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