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Abstract
In North America and the United Kingdom, there has been a spate of calls recently for performance or outcomes-based teacher education. The authors argue that although there is a place for technical skills in teacher education, making them the centerpiece of teaching and teacher education overlooks, and even does violence to, the deeper motivations and calling that prompt so many people to become teachers and that also shape not only what they choose to teach but also how they choose to teach it. The authors challenge narrowly technical views of teaching by drawing on images of teaching as prophecy and teachers as prophets.
Prophesy: in its root meaning, the calling of a people, via criticism and affirmation, to their noblest traditions and aspirations. Prophesy, I would submit, is the essential public function of the educator in a democratic society. (Cremin, 1976, p. 77)
