ABSTRACT
Inherent in the choice of model for teacher education is the underlying problem of educational knowledge: the nature of its constitution, its acquisition and its use. I have already highlighted a parallel problem to do with the nature of education, in the discussion about models: whether we are seeking knowledge about education or knowledge of education. If we look for knowledge about education, we assume that education is something ‘out there’, not our own property, but to which we must gain access. If we look for knowledge of education, we assume that education is a personal process, of which we have immediate, direct experience.
