This book suggests that traditional teacher education programs must deeply reflect on solidifying the place, power, and necessity of its purpose.

James D. Kirylo is associate professor of education at the University of South Carolina. Among other books, he is author of Teaching with Purpose: The Who, Why, and How We Teach (2016) and Paulo Freire: The Man from Recife (2011).
Jerry Aldridge is professor emeritus of early childhood education at the University of Alabama at Birmingham. He is author of numerous books, including Rowman & Littlefield's Stealing from the Mother: The Marginalization of Women in Education and Psychology from 1900-2010 (2013) with Lois M. Christensen.

Introduction: What is Happening with Teacher Education?
PART I: ACTIVISM MATTERS
Chapter 1: Turning Points
PART II: THE HIJACKING OF THE EDUCATION NARRATIVE
Chapter 2: Reform, Accountability, and Compromising K-12 Education
Chapter 3: Neoliberalism: A Systematic Effort to Privatize
Chapter 4: Working to Eliminate Traditional Teacher Education Programs
PART III: TEACHER EDUCATION AND THE POLITICS WITHIN
Chapter 5: A Rocky Historical Road Toward Teacher Education
Chapter 6: Sameness versus Difference: Is Teacher Education Clear about Faculty Expectations?
Chapter 7: Sameness versus Difference: Is Teacher Education Fair about Compensation and the Hiring Process?
Chapter 8: The Macro versus Micro Challenge
Chapter 9: Two-Stepping Among Colleges of Education, Accrediting Agencies, and State Departments of Education
Chapter 10: Quantity versus Quality in Accepting Teacher Candidates
PART IV: THE QUESTION OF WHAT AND HOW TO TEACH
Chapter 11: The Relationship between Curriculum and Instruction
Chapter 12: Models, Approaches, and Frameworks: What's the Difference?
Chapter 13: How Should We Teach: Transmission, Transaction, or Transformation?
CHAPTER 14: Should we Emphasize Universal Human Development or Diversity?
Chapter 15: The Question of Online Delivery Systems in Teacher Education
PART V: MOVING FORWARD
Chapter 16: Realize the Distraction in Order to Move Forward
Chapter 17: In Need of a "Flexner-like" Moment in Teacher Education
References