Tezgiden, Cakcak, Y. (2016). A Critical Review of Teacher Education Models, International Journal of Educational Policies. 10 (2), pp.121- 140. ISSN: 1307-3842 A Critical Review of Teacher Education Models  Yasemin Tezgiden Cakcak  Middle East Technical University Turkey Abstract This paper provides a critical review of teacher education models. Different teacher education approaches in the literature – technicist, reflective and critical teacher education - will be described in detail with the teacher roles they foster: teachers as passive technicians, teachers as reflective practitioners and teachers as transformative intellectuals. Following Kumaravadivelu, the author claims that these teacher roles are not mutually exclusive, rather they are complementary, which means for teachers to accomplish their true missions, they should assume the roles of transformative intellectuals, as this role embodies the characteristics of all teacher roles. For doing justice to all elements of teacher knowledge, for making teacher education transformative and intellectually challenging, the author concludes that teacher education programs should embrace a critical approach. Keywords: teacher education models, technicism, reflective teaching, critical education, teachers as transformative intellectuals  An earlier shorter version of this article was published in Eleştirel Pedagoji (January- February 2016, issue 43, pp. 60-68) in Turkish.  Dr.Yasemin Tezgiden Cakcak, Middle East Technical University, Faculty of Education, Department of Foreign Language Education, Ankara, Turkey. E-mail: tezgiden@metu.edu.tr