Teacher education and teacher development: a comparative study

Abstract

In the light of pressures towards convergence in many areas within the evolving European context, this article examines the structure, content and aims of initial teacher education (ITE) courses; first in the two main systems of the United Kingdom – Scotland and England – and then in Spain and Finland, which provide useful points of comparison and contrast. Particular attention is given to the place of educational or professional studies within ITE courses and it is suggested that a European perspective provides fresh insight into the theory/practice divide which has featured in continuing debates about teacher education in recent decades. Viewed in this way, developments within the United Kingdom might be seen as somewhat inward-looking in their preoccupations. Reference is also made to the changing constitutional position of Scotland and its possible consequences for the professionalism of teachers north and south of the border.