Toward Reconstructing the Narrative of Teacher Education

Abstract

Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of Preparing Teachers (2010), a publication of the National Research Council, reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation. Connections are made between these assumptions and the development and influence of scientism in teacher education, and elements of an alternative future are explored.