Two Visions of Teaching and Teacher Education for the Twenty-First Century

Abstract

This chapter examines current criticisms of the role of colleges and universities in teacher education in the U.S. and calls for the development of new more democratic models of pre-service teacher education where the responsibility for educating new teachers is shared more equally between colleges/universities, schools and communities. Examples of the creation of these more democratic spaces in teacher education programs where the expertise of academics, teachers and community members is accessed in support of teacher learning are presented. Both traditional “college-recommending” models of teacher education and newer “early-entry” or fast track models are seen as problematic. A new more democratic approach to teacher education is advocated, is grounded in elements of cultural-historical activity theory, and is seen as critical to the survival of a significant role for colleges and universities in pre-service teacher education in the U.S.