ABSTRACT
When writing earlier (p.15) about what Wallace (1991) called a craft model of teacher education, I pointed out the usual critique of such an approach, namely that it can overemphasize a reliance on the reproduction of what already exists, and so constrain creativity. At the same time, I suggested that elements of the craft tradition, of copying what already exists, and of modelling what is to be copied (Loughran 1996) should still have a role to play in our work as teacher educators.
