The process typically involves countless meetings with immediate colleagues and careful consideration of standards and guidelines approved by professional and accrediting organizations. Rarely does it seriously involve teachers and other school professionals. This, we believe, is unacceptable. Practicing teachers are in an ideal position to assist us in improving programs. It's not unusual for very good teachers to be more in touch with the newest trends in professional practice than university personnel are.
Good teachers share information with each other.
They read journals and magazines. They are often more likely to attend sessions at professional meetings focusing on applied aspects of professional work. In short, their immediate business and concerns focus on what they need to know and do on a daily basis. It would be inappropriate to design any teacher education curriculum solely on the basis of what teachers need to be able to do and what is immediately useful and relevant to them. But thoughtful and reflective practitioners not only know what to do, they also know why their actions are consistent with best practices and have some understanding of the theoretical basis of those actions.