Abstract
In this article the author first traces changes occurring over the past two decades in the California legislature's conception of teacher education. He then describes the legislature's response to the state's current needs for improved bilingual education, for recruiting teachers in critical subject matter areas, and for recruiting teachers with strong academic preparation. Implications of the legislative response for teacher selection, induction, and inservice, as well as for revised university-school rela tionships, are then noted. In the final section, implications for preservice policy and research are identified.
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