ABSTRACT
This chapter describes three images of good teachers, teachers as learned practitioners, teachers as researchers, and teachers as professionals, that emerge across U.S. teacher education programs working towards social justice. Without exception, all the teacher education programs suggests that good teaching requires that teachers be ongoing learners, especially of teaching. Teachers needs to learn to analyze the data using theoretical frameworks that focus on issues of social justice and to represent and discuss their findings in ways that invite the readers to ask troubling questions about what is being reported. All of the teacher education programs met state requirements for the certification of teachers. In other words, all were accredited by some educational entity, including state departments of education and the National Council for Accreditation of Teacher Education, to prepare students to teach in public elementary, middle, and secondary schools. Although cultural myths believes that teachers are self-made and learn how to teach only through experience and not through study.
