Goodlad's Five-Year Study Across Three Texts--The Moral Dimensions of Teaching, Places Where Teachers are Taught, and Teachers for our Nation's Schools

In this article, we start with a review of a trilogy of books that are foundational for understanding the work of John Goodlad and his arguments for democratic education. Each text is summarized individually. We highlight three emergent themes from the five-year study on teacher education programs, as categorized by Levin (1990): the issues of stability and status; the disconnect of curriculum, program structures, and practitioners; and the diminishing commitments to urban education. Published nearly 30 years ago, it is striking how relevant the issues and arguments are today. The findings reported in these texts remain instructive for anyone involved with teacher preparation, particularly professors, deans and policy makers. We encourage the readers to consider what has changed, what remains the same, and what is to be done next. The path laid out by Goodlad and his associates is simple, but not easy.