Subjecting the Initial teacher training curriculum for England and Wales to the test of child protection

Abstract

Lost in Care, the report into widespread child abuse in North Wales’ care homes has recommended that teachers receive child abuse awareness training (Waterhouse et al, 2000). Many other inquiries, reports and directives endorse this. This article looks at the way in which the Initial Teacher Training curriculum for England and Wales prepares teachers for this important element of their professional development. A rationale for changing the dominantly procedural and technical requirements under Circular 4/98 (DfEE, 1998) is made and an alternative teaching model provided. It is suggested that the superficial treatment of child abuse and its low priority in Circular 4/98, stem from the absence of a clearly articulated philosophical and empirical base that asserts the importance of teachers studying how children learn and develop, and what impedes their progress.