ABSTRACT
Zeichner (2008) has documented some alternative models of teacher preparation that have emerged in the US since the 1980s. This move has been a result of a number of private foundations, state governments and the Federal Department of Education encouraging the development of programmes that have less emphasis on professional education content apart from that which is acquired while teaching, and which still can lead to certification to teach in public schools. Overall, the move can be seen as an expansion of the initiatives undertaken throughout the 1950s and 1960s when the Ford Foundation spent over US$70 million on initiatives that encouraged the development of post-baccalaureate programmes on top of an undergraduate degree with a full academic major (Stone, 1968).
