The relationship between teacher empowerment and the knowledge bases in teacher education is discussed. Assuming that students are not standardized and teaching is not routine, teachers must be capable of making judgments using learning theory and pedagogy, child development and cognition, curriculum and assessment. Teachers must know their subject areas as well as the principles of teaching and must be practiced in the making of sound teaching decisons. The suggestion is made that the "knowledge base" needs to be reconceptualized, moving away from a sense that it is something to learn about, or simply content to be delivered or covered. There is also a need to focus on certain life-long learning skills that will make it likely that teachers will continue to learn after they leave college. It is important as well that teacher education students have the best possible role models. Reflections are offered on ways in which preservice and beginning teachers can develop the ability to think and act creatively and critically as well as learn the fundamental pedagogical skills. Twenty-one references are included. (JD)