Teacher preparation is often ignored. Unfortunately, the result is often formulaic or prescriptive teaching that leaves students unprepared for the complex situations they will encounter in the workplace. In this article, I argue for a more deliberate emphasis on teacher training by reinvigorating techne as a concept that is far more than instrumental or prescriptive. If we prepare prospective teachers to master the fechne of teaching, we encourage them to become user-centered, reflective practitioners who understand the critical need for situational uses of knowledge.

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