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Educating Teachers for the Knowledge Economy The knowledge economy has rapidly become a prominent construct entwined with the globalisation of capital and underpinned by extensive use of Information and Communications Technology (ICT). But the acceptance of the existence of this construct raises the question of deciding what our graduating teachers need to know and need to be able to do so that the students they eventually teach can successfully participate in this economy. Attempting to answer this question forces consideration of models of curriculum development and many of these models do not seem useful in allowing the generation of an appropriate curriculum for preservice teachers. In this paper I propose that a Habermasian view of knowledge can help to conceptualise what we teach our teachers. His view that knowledge can be broadly categorized into technical, historical-hermeneutic or …