Ways of Learning to Teach -- TABLE OF CONTENTS -- PREFACE -- The book's structure -- CHAPTER 1: THE END OF THE JOURNEY: REVEALING THE PRESENT CONDITION OF TEACHER EDUCATION -- A MULTIFACETED STRUGGLE -- The Postmodernist Challenge -- The Neo-Liberal Threat -- The Professional Identity Crisis -- The Search for a Meta-Theory -- CHAPTER 2: GETTING THE EQUIPMENT: THE THEORETICAL FRAMEWORK -- THE MORAL DIMENSION -- THE PSYCHOLOGICAL DIMENSION -- THE SOCIAL DIMENSION -- THE MERGING EFFECT -- CHAPTER 3: HAVING REASON -- THEORETICAL AND PRACTICAL REASON -- FORMAL AND SUBSTANTIAL REASON -- Formal Reasoning -- Theoretical formal reasoning -- Practical formal reasoning and the utilitarian ethics -- Substantial practical rationality -- EDUCATIONAL IMPLICATIONS -- PROFESSIONAL TEACHER EDUCATION -- CHAPTER 4: PREPARING PROFESSIONALS: THE TECHNICIAN PHASE -- TEACHING AS A PROFESSION -- The professional knowledge base -- THE INITIAL PHASE: THE PRE-PROFESSIONAL PERIOD -- PHASE 1: THE PLAIN VANILLA MODEL -- Russell's Proposal (RP) -- The problems with RP -- 1. Strong Classification -- 2. Value Neutrality -- 3. The Theory-Practice Gap -- Competency Based Teacher Education Model (CBTE) -- SUMMARY -- CHAPTER 5: PREPARING PROFESSIONALS: THE REFLECTIVE PRACTITIONER ERA -- PHASE 2.THE TEACHER AS A TECHNITAS -- A new research paradigm -- Learning as social construction -- From Techni to Techne -- Reflective Teacher Education -- Research-Based Approach to Teacher Education -- The National Academy of Education Model (NAEM) -- SUMMARY -- CHAPTER 6: PREPARING (PSEUDO) PROFESSIONAL: THE PROVISIONAL EMPLOYEE ERA -- PHASE 3. "STANDARDS-AND-ACCOUNTABILITY" MODELS -- Homo Economicus -- Teach For… -- Techniques-Based Teacher Education (RGSE) -- Urban Teacher Residencies (UTR) -- QUESTIONING THE REASONABLENESS OF THE HEMO ECONOMICUS -- SUMMARY.

CHAPTER 7: DOING: DUTY AND FULFILLMENT -- THE RELIGIOUS BELIEVER -- THE SECULAR BELIEVER -- EXTERNAL-BELIEVER TEACHER EDUCATION -- SUMMARY -- CHAPTER 8: BEING: ROMANTICISM AND BEYOND -- BEING ROMANTIC -- THE PRIMACY OF CHILDHOOD -- FRIENDSHIP AND LOVE -- AUTHENTICITY AS A "GIVEN" -- PROBLEMS AND CAVEATS -- "CREATED" AUTHENTICITY -- BILDUNG -- CHAPTER 9: PREPARING A BEING WHO TEACHES -- ĦOFFEN -- Humanistic Teacher Education -- FOLLOWING ARISTOTLE'S FOOTPRINTS -- Realistic Teacher Education -- The MT program -- Active Collaborative Education (ACE) -- CHAPTER 10: THE END OF THE JOURNEY: THE FUTURE OF TEACHER EDUCATION -- TEPS' IDENTITY -- THE POSTMODERN HAVING -- BEYOND ARISTOTLE'S PHRONESIS -- APPENDIX: EXAMPLES OF TEACHER EDUCATION PROGRAMS -- Chapter 4 -- Example 1: ST -- Example 2: AT -- Example 3: Towards academic ST -- Example 4: The B.Ed. "guiding model" -- Example 5: CBTE -- Chapter 5 -- Example 6: Reflective Teacher at the University of Maryland -- Example 7: Research Based TEP -- Example 8: The Layouts Model -- Example 9: Outcome based TEP (TERI) -- Chapter 6 -- Example 10: Teach for America -- Example 11: Boston Residency -- Example 12: Relay Graduate School of Education -- Chapter 7 -- Example 13: Beit-Yaakov -- Example 14: Soviet Union Pedagogical Institutes -- Example 15: Waldorf TEP -- Chapter 9 -- Example 16: ĦOFFEN: Open Experimental Education -- Example 17: Humanistic Teacher Education -- Example 18: Realistic Teacher Education -- Example 19: The MT at the University of Calgary -- Example 20: ACE (Kaye College of Education) -- NOTES -- LIST OF REFERENCES -- AUTHOR INDEX -- SUBJECT INDEX.