Responding to Teacher Education Imperatives for the Nineties

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Abstract
This paper presents a case study in which the staff of a department of teacher education was challenged to transform theoretical notions into practical outcomes in relation to its own role in the scheme of things. By seizing the moment of history when a coincidence of forces—economic, political and intellectual—was making a deep impact on the professional lives of its staff, the department moved from traditional structures and approaches to teaching to a value position founded on critically reflective analyses of the needs of professional practice in the 1990s. The values for which the revitalised department now stands are authenticated in the discussion which follows. This paper traces the development of a conceptual framework which gave new shape and direction to what the department now both espouses and practises.

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