ABSTRACT
Both schools and universities have attempted to bring about improvements in teaching and learning, without much success (Fullan, 1991; Sarason, 1990). Schools are routinely criticized for their inability to alter the learning experiences of students and to improve the working conditions of teachers, while faculties of education are seen as irrelevant to schools. At the same time, universities are seen as neglectful of faculties and colleges of education and teacher education.
