ABSTRACT
In this chapter, the author argues that the inclusion of imagination in teacher education and provide a path forward for doing so. She begins with a scenario that was the impetus for her inquiry into the role of imagination as an underlying theory in teacher education. The theories used to frame research on teacher education have varied over time and have drawn from a variety of learning theories. Theories that draw from the philosophy of humanism have guided the field of adult learning, including teacher education. Studies in teacher education draw heavily from theories that describe learning as ongoing, social, situated, and actively constructed. The theories shifted the field from things done to teachers by outside "experts" to things done with or by teachers in response to the own pedagogical concerns and needs. Others used theories from sociolinguistics to examine teacher education through the language of teaching and learning.
