In this article, the author presents a framework for unifying teacher educators that is based on what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and recognition of difference as four dimensions of classroom practice that are essential for the learning of student teachers and for their subsequent success in bringing about high-quality learning outcomes for all of their students. The author argues that without such a framework, existing differences among teacher educators, born of different traditions in teacher education, will continue to seriously compromise not only the reforms to which we might aspire but also the very quality and coherence of programs.
Journal of Teacher Education Vol. 52, Issue 2, p. 124-135