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Conventionally, teacher education programs are set around the familiar boundaries of fixed courses—curriculum and instruction, psychology, foundations, practicum, and so forth. These elements persist for reasons of logic and habit. How these various components actually work for a student wishing to become a teacher is seldom given much attention in any systematic way. This paper describes some of the insights and practices resulting form an ongoing action research project into the effects of teacher education on professional identity formation. These insights and practices raise questions about the curriculum of teacher education and the pedagogical roles of university teacher educators, faculty consultants, and cooperating teachers.