The absence of a model to guide sys tematic inquiry in teacher education, the author asserts, prevents sustained study in the field. Cruickshank outlines an inquiry model and describes its com ponent parts, which include the follow ing: (a) teacher educators, (b) teacher education students, (c) the contexts of teacher education, (d) the content of the teacher education curriculum, and (e) the instruction in and organization for teacher education. Careful study in each of these areas, he argues, can produce a more substantial professional culture. Furthermore the evolution of a valid inquiry model should enable the emergence of a discipline of teacher education.
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