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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 3: Teacher Education Futures
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Articles

Teacher education futures: compliance, critique, or compromise? A UK perspective

Pages 393-408 | Received 17 Oct 2012, Accepted 15 Mar 2013, Published online: 01 Aug 2013
 

Abstract

The construct of the ‘good teacher’ has teacher knowledge as a fundamental component; but teacher knowledge is contested. Policy makers offer one version, articulated through such documents as Teachers’ Standards. However, it might be argued that this version of teacher knowledge, largely defined by national curriculum and assessment demands, does not constitute the whole of what teacher knowledge might encompass. Using a card sort research approach, this article explores what teachers say about teacher knowledge, and the implications this might have for the future of teacher education. How might the development of ‘good teachers’ be impacted in the light of these findings?

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