Beyond our differences - A reassembling of what matters in teacher education

In this article, the author presents a framework for unifying teacher educa tors that is based an what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and reco gnition of difference as four dimensions of classroom practice that are ess ential for the learning of student teachers and for their subsequent succes s in bringing about high-quality learning outcomes for all of their student s. The author argues that without such a framework, existing differences am ong teacher educators, born of different traditions in teacher education, w ill continue to seriously compromise not only the reforms to which we might aspire but also the very quality and coherence of programs.