Ken Zeichner, Hoefs-Basom Professor of Teacher Education at the University of Wisconsin-Madison, has been involved in the Namibian teacher education reforms since 1994. He has published widely on issues related to teacher education and learning to teach in North America, South America, Europe, and Australia. Lars Dahlstrom teaches at Umea University in Sweden and is Coordinator of the Teacher Education Reform Project in Namibia. He has been involved in the Namibian teacher education reforms since before Namibian independence

• Introduction -- A Story Told by a Namibian Educator -- Education for All: The Namibian Experience -- Teacher Education Reform: Toward Reflective Practice -- Toward Learner-Centered and Democratic Teacher Education -- Critical Inquiry into Preservice Teacher Education -- Developing Learner Understanding Through Learner-Centered Activities -- Working with Reluctant Male Learners in Grade 10 Geography Lessons -- Improving the Participation of Girls in My Grade-Nine Agricultural Lessons -- Practice Based Inquiry in In-service Teacher Education -- Critical-Practitioner Inquiry and Staff Development for Teacher Educators -- Writing Problems in Oshiwambo -- Promoting Active Participation in the Education Theory and Practice Classroom -- Developing Student Teachers' Writing Skills -- An Investigation into the Use of Peer Coaching as a Tool for Teacher Reflection -- Developing Cross-Curricular Themes from Storytelling in Grade One -- Participatory Development and Teacher Education Reform in Namibia -- Which Way Namibia? -- A Luta Continua: The Struggle Continues -- Wipe Your Face and Get Ready for School

Ken Zeichner, Hoefs-Basom Professor of Teacher Education at the University of Wisconsin-Madison, has been involved in the Namibian teacher education reforms since 1994. He has published widely on issues related to teacher education and learning to teach in North America, South America, Europe, and Australia. Lars Dahlstrom teaches at Umea University in Sweden and is Coordinator of the Teacher Education Reform Project in Namibia. He has been involved in the Namibian teacher education reforms since before Namibian independence

• Introduction -- A Story Told by a Namibian Educator -- Education for All: The Namibian Experience -- Teacher Education Reform: Toward Reflective Practice -- Toward Learner-Centered and Democratic Teacher Education -- Critical Inquiry into Preservice Teacher Education -- Developing Learner Understanding Through Learner-Centered Activities -- Working with Reluctant Male Learners in Grade 10 Geography Lessons -- Improving the Participation of Girls in My Grade-Nine Agricultural Lessons -- Practice Based Inquiry in In-service Teacher Education -- Critical-Practitioner Inquiry and Staff Development for Teacher Educators -- Writing Problems in Oshiwambo -- Promoting Active Participation in the Education Theory and Practice Classroom -- Developing Student Teachers' Writing Skills -- An Investigation into the Use of Peer Coaching as a Tool for Teacher Reflection -- Developing Cross-Curricular Themes from Storytelling in Grade One -- Participatory Development and Teacher Education Reform in Namibia -- Which Way Namibia? -- A Luta Continua: The Struggle Continues -- Wipe Your Face and Get Ready for School