ABSTRACT

Struggling to balance the government’s striving for control and the idea of education as a process of which the outcomes can never be guaranteed, the college of teacher education depicted in this chapter took the risk of opening up possibilities for students to find their own routes. A critical dialogue between the findings of a qualitative study that explored meanings given to these initiatives and theoretical insights identified challenging dilemmas concerning uncertainties and teacher education. To endure these dilemmas, the notion of trust seems to be helpful: trust between teacher educators and students and between governments and institutions of teacher education.