This book studies the evolution of university-based teacher education by considering emerging, alternative approaches in England and the United States. Presenting empirical evidence from two distinct historical, political and social contexts, chapters illustrate the tensions involved in teaching a demanding curriculum to increasingly diverse populations, in a contested terrain dominated by neoliberal policy and accountability. Grounded in the lived experiences of those directly affected by shifting policy environments, the book questions if reforms promising high standards of teaching have contributed to more powerful learning in schools, and what these hold for the future of the profession.
Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments.
