Reconceptualizing Teacher Preparation: Institutions and Ideologies

Abstract

Beyer analyzes an attempt to put into practice a critically-oriented program of teacher preparation emphasizing the na ture of educational studies as a liberal field of inquiry. The article documents the institutional and ideological con straints on this process and raises ques tions about the ways in which a college culture affects curricular reforms. Fi nally, Beyer provides evidence of the ways in which educational debates are affected by tacit, hegemonic tendencies.