The purpose of the paper is to briefly state the case for a revised technological teacher education program and describe a conceptual model developed at the Faculty of Education, The University of Western Ontario. The model outlined assumes that a re-thinking of how technological teachers learn to teach is necessary if new ways of teaching are to be fostered. The need has three dimensions. First, technology and the way we transmit knowledge about it in schools, is changing. Second, substantive analysis of past practices in technological teacher education are overdue. Third, teacher development is a complex human and professional process combining personal and environmental factors that are often poorly understood.