Abstract
ABSTRACT Society is in the process of changing drastically. Effective programmes of teacher education depend upon establishing criteria of relevance, a difficult task against the swiftly changing background of events. Imaginative insight of a high order will be needed to make such education innovative. The change from mechanistic to organistic modes of operation, the justification of school curricula in terms of future relevance, and the need to ask questions about thestatus quo, are three desirable aims. In an advanced technological ambiance the school can no longer mirror a dying society. Survival generally will depend on more efficient learning methods. Problems also arise from many teachers’ mismatched perceptions of their career patterns, mismatched, that is, with both their employers’ ideas and with actual or possible course providers. Despite the death of ‘social and literary romanticism’ in teacher education the values dimension is still important.
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