Teacher Education As Democratic Public Sphere

Revolution is a critical process, unreliable without science and reflection. In the midst of reflective action on the world to be transformed, the people come to recognise that the world is indeed being transformed (Paulo Freire, 1972, p. 74). Being a proficient and professional teacher in Australia and similar countries is one of the most difficult and complex occupations imaginable. All teachers are confronted with carefully analysing the mix of socio-economic and cultural factors that present and design appropriate learning strategies that engage all students. Within this context, the following essay considers the purpose and structure of initial teacher preparation and possible changes to more traditional arrangements. It advocates a new type of school-university partnership where reflective cycles of practice-theory establish a close relationship with knowledge for all participants and where personal practice is the necessary condition of learning. Schools and classrooms are theorised as democratic public spheres where participants pursue understanding of serious issues for equity and the public good. Implications of partnership and public sphere for a new form of educational practice ar