Post-Carnegie Developments Affecting Teacher Education: The Struggle for Professionalism

Abstract

Two post-Carnegie efforts to enhance the profession of teaching are examined: the knowledge base debates and teacher preparation reform initiatives from competing coalitions of noneducators and professional educators. Unprecedented public interest in education, academic partnerships at all levels, and NCATE's recent commitment to limit external regulation of teacher education provide a fleeting backdrop of support for the teaching profession. Teacher educators stand at a critical moment requiring an act of collective will to improve the profession.