While recent higher education proposals call for widespread reform, teacher educa tion has undergone special scrutiny. Re form proposals vary from increasing the general education background of pro spective teachers to discontinuing the un dergraduate education major. Enlarging any discipline's share of the curriculum, however, is unlikely to prepare better teachers or graduates. What will make a difference, argue the authors, is an in tegrative general education curriculum and reform in the conduct of college teaching across the disciplines, with leadership emerging from schools, col leges and departments of education.
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