ABSTRACT
Drawing on my 30-plus years as a university teacher educator, I reflect in this chapter about the future of college-and university-based teacher education in the U.S. in light of recent attacks on education schools. I argue that university and college teacher educators should do four things: (a) work to redefine the debate about the relative merits of alternative and traditional certification programs; (b) work to broaden the goals of teacher education beyond raising scores on standardized achievement tests; (c) change the center of gravity in teacher education to provide a stronger role for schools and communities in the education of teachers; and (d) take teacher education seriously as an institutional responsibility or do not do it.
