Abstract
In the November 2001 issue of Educational Researcher, Marilyn Cochran-Smith and Mary Kim Fries provided a penetrating analysis of the discourse that comprises the debate between those who advocate highly professionalized teacher preparation and those who seek simpler and more abundant routes to teacher training and certification. This commentary extends the Cochran-Smith and Fries analysis in several directions, inquiring into the democratic and anti-democratic features of the debate between those who would further professionalize teaching and those who would deregulate it. Among the matters probed here are the importance of thoughtful opposition, how and where on the political landscape that opposition is resolved, and who is engaged in the resolution.
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