ABSTRACT
The education of teachers is a topic of no small controversy. The problems of education and of our schools are often laid at the feet of those who prepare teachers; the solutions are often claimed to be found there as well. If we could only, the position goes, improve the preparation of teachers we could solve the problems to be found in our schools. The problems that face the schools and teacher education are diverse to say the least.' There are demographic issues; the number of people at the age typically associated with teacher education is diminishing in many Western countries while the demand for teachers is showing signs of increasing. There are economic issues; the changing economies in many countries are opening employment possibilities outside teaching for those who historically have been the main supply of candidates for the teaching profession. There are political issues; governments show a lack of consistency in their interest in the quality of education. It moves between high and low priority, leaving those involved in education confused about the importance to be assigned to their work. There are issues within higher education that impinge upon teacher education; the place and value that the study of education has in a university is not clear. Teacher education finds itself caught between the expectations of the profession it serves and the institutions which house it. What the teaching profession thinks is important for teacher education programs may not be what will gain them credibility within the universities that provide them homes. Teacher education is also affected by the problems and concerns of the practice of teaching; there is little reason to believe that teacher education can be made more successful if teaching itself cannot be made more attractive. These are but some of the issues that those involved in teacher education have been called upon to consider.
