Includes bibliographical references and index.

1. Developing a multi-linked conceptual framework for teacher education design / Garry F. Hoban -- Pt. I. Conceptual links across the university curriculum. 2. Principled practice in teacher education / Vicki Kubler LaBoskey -- 3. Evolution from a problem-based to a project-based secondary teacher education program: challenges, dilemmas and possibilities / Peter Aubusson -- 4. On discernment: the wisdom of practice and the practice of wisdom in teacher education / Anne M. Phelan -- 5. Re-organising and integrating the knowledge bases of initial teacher education: the knowledge building community program / Julie Kiggins, Brian Cambourne & Brian Ferry -- 6. Teaching education for the middle years of schooling: making connections between fields of knowledge, educational policy reforms and pedagogical practice / Jane Mitchell et al. -- Pt. II. Theory-practice links between school and university settings. 7. Innovation and change in teacher education: an inquiring, reflective, collaborative approach / Anne Reilley Freese -- 8. Using the practicum in preservice teacher education programs: strengths and weaknesses of alternative assumptions about the experiences of learning to teach / Tom Russell -- 9. Who stays in teaching and why?: a case study of graduates from the University of Kansas' 5th-year teacher education program / Pam Green et al. -- Pt. III. Social-cultural links amongst participants in the program. 10. Constructing and sustaining communities of inquiry in teacher education / Gaalen Erickson, Linda Farr Darling & Anthony Clarke -- 11. Developing a culture of critique in teacher education classes / John Loughran, Amanda Berry and Elizabeth Tudball -- 12. Community-building and program development go hand-in-hand: teachers educators working collaboratively / Clare Kosnik & Clive Beck -- Pt. IV. Personal links that shape the identity of teacher educators. 13. The quest for identity in teaching and teacher education / Robert V. Bullough, Jr. -- 14. Identity development, moral authority and the teacher educator / Stefinee Pinnegar -- Conclusion. 15. Using a multi-linked conceptual framework to promote quality learning in a teacher education program / Garry F. Hoban.

Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession. This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design.