CHAPTER 15: The Categories That Bind

Drawing on data from a five-year longitudinal study of thirteen teacher education graduates, this chapter discusses the importance of abandoning the concept of a renaissance in preservice teacher education alone, and, instead, to creating more inclusive and cross-institutional structures for career-long professional education. It argues that a rebirth or reconfiguring of one element of professional education may be blocked or inhibited by other elements that are not changed and that a systemic view is important to any vision of educational reform.