This book supports all those involved in initial teacher education
(ITE) and with an interest in partnership working. Such
partnerships are at the heart of ITE practices, both in the UK and
internationally, but more recently models of partnership have
become ever more complex as a result of government reforms, the
rapid diversification of routes into teaching and significant
increase in the number of SCITTs. The nature of partnerships in ITE
remains contested with partnership working often reduced to a
series of prescriptions for effective practice, ignoring both its
pedagogic potential and inherent tensions. This book surveys and
critiques partnership developments in recent years and then
analyses a single case study of a school that exemplifies the
current complexity of ITE partnerships using both policy and
practice perspectives. It concludes with a series of principles
that might underpin effective partnership working.
General
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