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Abstract
Recent proposals for the radical restructuring—even abolition—of teacher education are misconceived. Many improvements have already taken place as a result of Government initiatives and internal course reform; these are continuing, with more teachers now entering by the PGCE route, more emphasis being put on cooperation with schools, and extensive course revision taking place in response to the requirements of the National Curriculum and assessment. The focus must now be on the quality and content of courses, matters with which the Council for the Accreditation of Teacher Education (CATE) is centrally concerned.
Notes
1. This article combines and updates two addresses given in November 1990 to the Standing Committee on the Education and Training of Teachers (SCETT) at West Bromwich, and to a seminar organised by the Centre for Policy Studies at the Royal Society of Arts in London.