This book is a major overview of research and policy issues in initial teacher education and a future-oriented, positive response to changing times. It contains contributions from leading researchers in the field, addressing national and international perspectives on the subject. The climate of high anxiety which characterizes 1990s educational politics in Britain, when rapid legislation has resulted in shifting policy and occasionally bewildering ambiguities for those working in the education service, has had a number of adverse effects. Damage has been done to the image of teachers and of teaching: recent years have seen a flight of experienced teachers from the classroom and there is also now a significant recruitment shortfall to secondary initial training courses. The broader community of educationists have perceived a sustained external attack on what they do, resulting in a crisis of confidence. This book is a major overview of research and policy issues, and a future-oriented, positive response by teacher educators.
It contains contributions from leading researchers and practitioners, addressing national and international perspectives on the subject with a focus on appropriate goals for the future of teacher education in changing times.