Perry and Power compare the "theory, skills, and knowledge through coursework" provided by most university teacher education programs, and "the field setting where knowledge is applied".
They observe that "general propositional knowledge about teaching has always been giving a privileged place in teacher education programs--it is 'Truth' with a small 't'".
They recommend, for university coursework, "a constructivist view of what preservice teachers need to know and how to learn necessitates emphasis on experiences which actively involve learners in constructing knowledge".