An "Indoctrination Dilemma" in Teacher Education?

Abstract

Most contemporary research in teacher education is focused on theories and methods of changing student teachers' beliefs, values , and practices . Unfortunately, researchers and practitioners have paid little attention to the ethical questions surrounding belief change. To stimulate dialogue in this area, this paper contrasts teacher educators desires to change student teachers' beliefs and values with their need to foster professional autonomy. While most teacher educators justify their practices on their good intentions, superior pedagogy , or the importance of their beliefs , enabling student teachers to gain critical competence during their preservice education is arguably just as important. For a variety of epistemological, sociological, and psychological reasons, doing both simultaneously is almost always impossible. This conclusion suggests an unrecognized 'indoctrination dilemma' inherent in preservice teacher education. The paper concludes by suggesting that teacher educators perhaps need to r e-examine their intentions