The Epistemological Presence and the Assessment of Teacher Quality
The familiar rhetoric around developing a twenty-ﬁ rst-century education system to meet the demands of the knowledge-based economy describes possibilities with which most of the population might feel some sympathy. Yet the most fundamental change in social patterns is that individuals in a modern economy are going to be free agents; with some exceptions, they can no longer expect to join a corporation or a smoke-stack industry and retire on full pension thirty years later. Career counselors tell undergraduates that they can expect to change careers ﬁ ve times in a working life. These changes demonstrate the importance of putting the individual child as a person at the heart of the educational engagement.