School reform for both general and special education, has been discussed for the past decade. The discourse on school reform often questions the effectiveness of traditional teacher education. A review of teacher education literature portrayed commitment and collaboration as two conditions that promoted change to traditional teacher education practice. The literature also described needed changes to organizational policies and structures as well as delineated barriers to successful reform. A new professionalism in teaching emerged as the overall goal of reform efforts. Results of the review suggested a developing trend to recreate rather than reform teacher education, particularly with respect to pioneering relationships between special and general teacher education programs.
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