Traditional assumptions for teacher education are only partly accurate; hence, they provide us with inadequate bases for program design. New assumptions drawn from perceptual‐humanistic thinking suggest that teacher education must be seen as a problem in personal becoming. This, in turn, calls for important changes in philosophy, goals, priorities, student‐faculty relationships and instructional styles. Special implications for teaching methods and field experience are explored.
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Arthur W. Combs (1989) studied this question.
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