Throughout the world, teacher education is once more in the
spotlight. This book focuses on recent trends and experiences in
England and Wales, where external pressures have caused tension
between the technician model of teacher education, in which
teachers learn primarily on the job alongside colleagues, and
traditional forms of teacher education based in higher education
institutions. This tension superficially replicates an old
dichotomy between practice and theory. The contributors to this
volume reflect on ideas and attempts to integrate theory and
practice. Key questions and themes recur: the balance and
relationship between work done in school on the job and work away
from the workplace, such as in universities; teacher education as a
partnership activity; and the need to critically examine the
institutional, cultural, and historical context in which they
work.
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