Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.

This article describes a study on teacher educators' professional development in the context of national curriculum reform in China. The article presents a case study on Chinese teacher educators' professional development in the context of education reform. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development.

This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of experts, 11 primary journals were identified; three of these journals were nominated by at least one third of the respondents. The impact of these journals is assessed using a number of alternative metrics. In addition, differences in impact on policy and practice versus scholarship are considered.

In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.

As teacher educators, the authors have observed that knowledge alone does not lead to the kinds of thoughtful teaching they strive for.The authors address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. The authors provide four perspectives, each drawn from areas in which the authors conduct their research, and suggest a need to move beyond knowledge in teacher education. Their aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same.

This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological shift in response to the civil rights movements of the mid-1900s. Three theoretical lenses help to differentiate what are really overlapping movements—namely, neoliberalism, Christian fundamentalism, and neoconservatism—that make attacks on public education and teacher education seem like “common sense.” Implications for reframing teacher education conclude the article.