This essay tracks the history of teacher preparation, from its origins in the early republic to the present. In so doing, it tells two stories. The first is a story about problems—a linear story in which problems are discovered, potential solutions are generated, and positive results are achieved. It moves from the past to the future and from the old to the new. The other story is about dilemmas. And because dilemmas cannot be solved, the passage of time leads back to the original point of departure. Solutions are tried and discarded, but as the past is forgotten, they eventually are embraced again. In telling these two stories, the essay proceeds chronologically, highlighting improvements in teacher preparation practice over time. That relatively linear chronology, however, is organized into four periods, which reveal not a march of progress, but an unmindful return to the once-maligned practices of the past.
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