Ritual and Rationality in Teacher Education Reform

Abstract

Commissioned reports calling for the reform of U.S. secondary schools have been followed by reports and recommendations for the reform of teacher education. Within the broader framework of the calls for school reform and the relatively brief history of institutionalized teacher education, this article critically examines the nature and implications of these calls. The article focuses on meanings given to reform, including the possibility of reform as ritual, and the technical rationality that seems to underlie the reform proposals. Consideration is then given to how teacher education reform efforts might address critical questions–particularly questions of purpose, substance, and value–that are largely neglected by the recent calls. (Note: Unless otherwise indicated, teacher education refers to the initial or preservice preparation of teachers.)