ABSTRACT
Perhaps a faculty member composite picture in the year 2,001 might look like this: She is a member of a minority in her mid thirties, tenured at associate professor; she acquired her doctorate while studying full-time, supported by a foundation fellowship promoting educational excellence and equity; she has been at XUniversity for seven years with one of those years spent in an exchange program in China; she has authored four articles, co-authored six articles with teachers from the schools, developed five media productions on teaching; she spends two days a month at the local middle school working with teachers and children. Prior to working on her doctorate, she taught in a rural youth center for two years and in an inner-city middle school for three years. (p. 299)
The description suggests that teacher educators will have to be competent in technology, in touch with the schools, knowledgeable about differing cultures, and engaged in scholarship. It suggests that they may be part of an interlocked world, one in which scholars from one region work with scholars from other regions and travel and teach in different regions. Complicating the picture of what a twenty-first century teacher educator will look like and do is the recent rash toward site-based teacher education.
