ABSTRACT

In considering the role of the university in teacher education, two salient issues come to mind. One is perspective on teaching, and the other is capacity (intellectual, fiscal, etc.) to deliver the program as conceptualized. Program design in large measure determines the nature and extent of required resources. The focus here thus is on the latter issue of conceptualization. Teaching perceived through one lens may be quite different from teaching perceived through another. Teacher preparation, therefore, may be viewed quite differently as well. The intent of this chapter is to illustrate that indeed these differences in the way teaching is conceptualized leads to role differentiation in respect to the education of teachers. This differentiation relates to the respective contributions of the university in comparison with other institutions (e.g., schools, private enterprise) in the preparation of teachers.