ABSTRACT
I dreamed for years about becoming a teacher educator. My dreams manifested themselves in actions of preparation—going to college, studying to become a teacher and then teaching high school English, coaching baseball and basketball, pursuing graduate work in education, supervising student teachers, and landing a job as a teacher educator at Trinity University. During my preparatory experiences in teacher education, I asked prospective teachers, friends, relatives, and colleagues involved in various teacher education programs if they felt as though they had been adequately prepared for teaching through their studies and field experiences. I often met answers from them that point to the perceived malaise in the field that has been written about extensively and pointedly (Kramer, 1991).
