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DOI

10.14221/ajte.1994v19n2.1

Abstract

This article contests the ways in which preservice teacher education programs have been conceptualised, planned and implemented in universities. The article, therefore, is NOT about responding in technocratic ways alone to institutional, practising school, and employer constraints. Rather, it is about conceptualising preservice teacher education programs so that intending graduates work towards becoming reflective practitioners with a commitment to social justice. Such a conceptualisation is considered appropriate given the increasing diversity of learners and learning settings; the increasing complexity of communities and society; the growing possibilities for engaging in truly collaborative approaches to teacher education; and the expanding challenge of fulfilling the multi-faceted role of teachers both now and in the future.

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Link to publisher version (DOI)

10.14221/ajte.1994v19n2.1