“…This question is necessary in light of historical and ongoing comments by Berry (2011), Darling-Hammond (2013), Furlong and Maynard (1995), Fullan (2007), Hagger and McIntyre (2000), Hartsuyker (2007), Hattie (2011), Ingvarson et al (2014), Kennedy (2016), Lyndaker (1990), Ramsey (2000), Tom (1997), and Walls, Nardi, Minden, and Hoffman (2002), all of whom have called for ITE reform and argued that ITE needs to develop more innovative and outcomes-based approaches to the preparation of teaching graduates. In this article we respond to this question by reviewing the broad history of ITE, and by investigating its characteristics and the specific issues which have been identified as necessary to the creation of a more modern and responsive ITE approach.…”