The preparation of teachers, earnest enterprise though it is, is fraught with inadequacies. Many of these stem from the ill-defined nature of the enterprise itself. The goal of getting fledgling teachers into the classroom has taken many guises over the years, as befits an enterprise somewhat uncertain of its direction and goals. Courses of teacher education have got longer and the experiences contained within them more varied and academic. The spoils of educational science, if 'science' is the right word, are ever more marshalled into the service of teacher training, with the natural expectation that teachers will be better for them. Yet though this 'science' is proudly advertised as a sound basis for practice, the spectre of classroom reality frequently tells teachers otherwise. The regular gripe is that, contrary to all the propaganda, educational theory either speaks to a world of pedagogic fantasy or supplies such an adamantine critique of classrooms and schools that any teacher (would-be or otherwise) whose scruples are not compromised by the need for security, would surely want to reconsider his or her decision to be such.
Personal Construct Theory and the Reconstruction of Teacher Education.
Australian Journal of Teacher Education, 8(2).