This paper examines the potential for teacher education institutions to implement a "reflection in and on action" strategy in their training programs. A central argument is that the academic context of teacher education and the "reflection" approach can support a professionalism of teachers. However, a necessary precondition is that teacher education establish fruitful co-operation with local communities and their schools. Introductory sections look at educational trends in many countries, government role, and teacher professionalization. Section 2 examines the literature on the current trend toward professionalism through reflection. Section 3 describes Swedish teacher education as an example of the implementation of this strategy. This section covers the progressive decentralization of comprehensive schools, the tradition of teacher educators as advocates for better schools, an integrated program with a diversified curriculum and staff, traditional notions of teachers' professionalization, new research-based notions of professionalization, research as a bridge between the two traditions, the agents that will shape and define professionalism, and a summary of the Swedish model. Section 4 argues that dynamic teacher education is a source for professionalism and an indirect tool for state steering. (Contains 46 references.) (JB)