Searching for Best Practice in Initial Teacher Education: responding to the challenges

Abstract

In this paper an innovative teacher education programme at The University of Newcastle in Australia is described. Public debates and reports on teacher education are the motivation for the new programme. Aristotle's ethical theory is employed to develop a new knowledge base and to ensure that old debates about the relative importance of content and pedagogy are not revisited. The paper endorses the recent Adey Review as helpful in this regard.