Visioning and the development of outstanding teachers

Abstract This paper asks whether, in our enthusiasm for particular ideologies, methods or programs, literacy educators may unwittingly be encouraging teachers to become followers rather than independent users of professional knowledge. I argue that at a time when teachers must develop complex forms of literacy for an increasingly pluralistic clientele in the face of heightened public pressure to conform and comply, preservice teacher education must develop in teachers the psychological strength and spirit to make their own decisions rather than looking to us for answers. I offer a rationale for this hypothesis, provide an example of how literacy educators might develop teachers’ psychological strength, and ask whether we in teacher education are willing to teach teachers to be independent of us.