This article explores and challenges a widely held and often unexamined conception of White teacher candidates as learners about issues of diversity and equity in teacher education. This conception suggests that most White teacher candidates are deficient learners who lack resources for learning about diversity. This review reframes this conception through an examination of three bigger pictures of White teacher candidates, of the lack of research regarding pedagogies for multicultural teacher education, and of insights from those who describe pedagogies that build on what students bring. Ultimately, if teacher educators hope that teacher candidates view their future K–12 students as having resources and capabilities for learning, then teacher educators must critically examine and dialogue about what they model through their own pedagogies.

The Work of Multicultural Teacher Education: Reconceptualizing White Teacher Candidates as Learners

The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, values, the social conditions of schooling, and the social aspects of reflection. The structural barriers include the placement of student teachers in single classrooms rather than schools, the selection of placements, supervisory relations, and the lack of multicultural placements. Professional development schools offer an opportunity to overcome these obstacles by altering the power and role relationships in the practicum.

Rethinking the Practicum in the Professional Development School Partnership

This volume, as its title indicates, consists of scholarly reviews of research. The question \"What is a review?\" is disconcertingly complex. Recent editors of Review of Educational Research struggled with it (Grant & Graue, 1999). Equally complex is the question \"What counts as research?\" The more we consider multiple forms of human diversity and multiple ways of knowing that emerge from different histories and disciplines, the more complicated these questions become. Consider the simplicity of the following statement of purpose in the first issue of Review of Educational Research:

James M. Mahan

Papers

Community Involvement Components in Culturally-Oriented Teacher Preparation.