In contemporary times educators must be able to work effectively within contexts of change, paradox and instability. This has implications for programs that prepare teachers. In particular, teacher education programs should seek to develop teachers who can enquire systematically and critically into their educational practices. However, current policy approaches to teacher education in many "western" countries, far from developing teachers as critical enquirers, shore up organisational structures and approaches that promote a view of teachers as technicians. The paper argues that a revamped version of enquiry-based teacher education can promote programs more relevant to contemporary times, while satisfying current political agendas. Obstacles to enquiry-based approaches are identified, and strategies to address these are proposed.