This paper focuses on current issues regarding the status of teacher education in the context of policy and practice in the United States. It is intended as a 'think piece' to spur discussion among teacher educators regarding the role of teacher education as a vehicle for social justice and school improvement world-wide. Using the framework of design theory relative to Dewey's powerful discussion of teacher education in his essay, "The relation of theory to practice in education," this paper takes up the challenge of developing new approaches to teacher education that are driven by inquiry among teacher educators who focus on expanding understandings of partnership between universities and schools aimed at the preparation and support of teachers and of schools themselves.