ABSTRACT
One of the distinguishing characteristics of teacher education in the United States is its lack of attention to history. Over and over again during the last 50 years, we have seen the emergence of different waves of teacher education reform emphasizing different views of teaching, learning, knowledge, schooling, teacher learning, and the social order (Liston & Zeichner, 1991) with minimal attention to how the allegedly new reforms being proposed are connected to things that have gone on previously. The idea that we might learn something from our experience over time with different approaches to teacher education is rarely acknowledged, and is even more rarely developed into analyses of how we might benefit from our experience.
