ABSTRACT
Against a background of the sociohistorical nature and role of myth in society, I sketch three prevailing myths that I find especially problematic and then explore their persistence in teacher education and teaching. My purpose is to explain the appeal of these myths on the assumption that such understanding can prompt the modification of old myths or the construction of new ones more compatible with the professed goals of schooling in democratic societies. Making problematic what has been taken-for-granted in teacher education and teaching creates possibilities for their reform.
