Many learning opportunities for teachers fall short when viewed from
the perspectives of being learner, knowledge, assessment, and community
centered. But there are examples of successful programs that appear to fit
these conditions quite well. Many programs for preservice teachers also fall
short of providing the kinds of learning experiences suggested by new developments
in the science of learning. They need well-defined goals for
learning, beliefs about how people learn that are grounded in theory, and a
rigorous academic curriculum that emphasizes depth of understanding.