Abstract
I have never been particularly impressed with teacher education in the United States during its relatively short history. Make no mistake, there have been moments of brilliance with John Dewey, George Counts, Harold Rugg, the countless other luminaries that followed them, and the inspired teacher educators who operate with little appreciation in the contemporary era. At the same time that I make a sweeping indictment of too much of what has passed as teacher education, I would say the same thing about the history of American higher education in general. For many of the same reasons, teacher education and the liberal arts and sciences have often failed to engage their students in a rigorous and complex education that prepares them for professional and civic competence in a democratic society.
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Kincheloe, J.L. (2009). Contextualizing the Madness: A Critical Analysis of the Assault on Teacher Education and Schools. In: Groenke, S.L., Hatch, J.A. (eds) Critical Pedagogy and Teacher Education in the Neoliberal Era. Explorations of Educational Purpose, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9588-7_2
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