Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.

学者们呼吁促进教师教育计划的连贯性。这种连贯性通常被描述为一种要实现的状态。本文将连贯性重新概念化为一个动态过程，它受到统一、冲突和碎片化的同时组织现实的影响；它还旨在澄清可能促进或挑战加强教师教育方案一致性工作的因素。通过对整个项目范围内的重新设计的案例研究，我们表明，促进连贯性不仅仅需要最大限度地提高统一性（教师在手段和目的上达成一致）。它还需要以支持我们所说的“路径灵活性”的方式解决冲突和识别碎片化。通过强调团结、冲突和分裂的相互作用，