Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.

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This telephone has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke (1963), English physicist and science fiction writer, p. W e've come a long way and at an incredible pace. What was magic less than a generation ago is now part of everyday life. Digital technologies are changing the way we live, work, and learn. Their potential to transform K-12 education motivated our decision to devote a theme issue of Journal of Teacher Education to the innovative uses of technology for teacher learning. 1 Although optimistic about the possibilities new technologies offer to support K-12 learners' achievement, teachers' productivity, effectiveness in classrooms, and teacher learning, we also recognize that teaching and learning with new technologies represents a "wicked problem" (Koehler & Mishra, 2008). Rittel and Webber (1973) characterized

Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs. It is argued that this framework of reform traditions can help clarify some important differences among ideas and practices in teacher education that appear on the surface to be similar.

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