ABSTRACT
Cochran-Smith and Zeichner (2005) organize the ‹eld of teacher education as follows: teacher characteristics, demographic pro‹les, indicators of quality, eŒects of non-education coursework and educational foundations, methods courses and ‹eld experiences, pedagogical approaches in preparation programs, preparation for diverse populations and students with ability diŒerences, accountability, and program preparation models. Even though BLs comprise the largest ethnic minority school population, a category for bilingual teacher education is conspicuously missing.
