The Dream work of Transformation in Teacher Education

What can we make of the various versions of dreaming if we use them to think anew about our work in the spaces of teacher education? A linear theory of learning predominates the structures and features of most teacher education programs. The focus typically resides in the terrain of explicit pedagogical exchange: unit and lesson plans about mandated curricular topics, ways of engaging students' interest in order to maximize academic achievement, cultural relevance of classroom spaces, teaching for social justice, and so on. The scholars featured in this special issue have taken up the call in a variety of ways, working theoretically and speculatively with various concepts of dreaming and making use of various forms of dreamlike data (journals, autobiographies, art works, and other symbolic material) from teacher education classrooms, programs, and experiences to imagine dreamwork as a fundamental dimension of teacher education and its capacity for transformation.