Continuing problems of teacher education reform

The thinking and critical remarks in this paper have been developed in the light of the recent Teacher Education Committee recommendations in Sweden, to show some recurrent problems of aims realisation in teacher education reform processes. These problems exist at two levels. One is the level of policy formation and the other the level of policy transformation. This paper shows that education change depends on both and on what Bourdieu has termed the repertory of actual and virtual possibilities and relations of symbolic force within the base arrangements of a particular civilisation. This is very important and should not be forgotten when we consider how education recommendations are lived out in practice.