In this article, we use activity theory to frame the redesign of an urban teacher education program. Some of the contradictions that we had to deal with are endemic to traditional teacher education programs while others were particular to this program, which has as its goal to prepare teachers to work in urban (inner-city) schools. Our intervention consisted of a change to coteaching, a collective form of teaching, and cogenerative dialoguing, a process of creating local theory involving coteachers and student representatives. Our coteaching/cogenerative-dialoguing paradigm makes salient the social, collective, rather than individual, psychological dimensions of learning to teach. Because of the redesign process, new forms of relations between new teachers, cooperating (in-service) teachers, and supervisors emerged that are more participatory and democratic than they had been in the past.