This paper places inquiry into teacher education in an historical and critical context, raising questions and themes which are of interest to teacher educators as well as historians. The social contexts and human factors that influenced the development of teacher education in the United States in the 19th and 20th centuries are examined. An inquiry is made into the institutionalization of teachers' preparation over the past l00 years with a particular focus on developing conceptions of professionalization. The paper identifies three paradigms of professionalization in the history of teacher preparation: teaching as a "calling," teaching as a "science," and teaching as a "craft." The process by which the second paradigm has come to dominate thinking about teaching and teacher preparation and the effects of this domination on the practice of teaching and preparing teachers are explored. It is noted that teaching as a "craft" is overshadowed by the dominant, technological paradigm, and it is suggested that a more thorough examination of this paradigm by teacher educators is in order. (Author/JD)