ABSTRACT
Given that resources for the professional development of teachers are becoming increasingly scarce as LEA INSET provision wanes and funding is channelled through local management of schools (LMS), less expensive, more efficient and accountable methods are being sought to help and support teachers, often through schoolcentred or schoolfocused activity. The improvement of teachers’ subject knowledge is widely acknowledged as of central importance, if primary schools are to make the progress demanded with teaching the National Curriculum (OFSTED, 1993). Additionally, there is a need for schools to provide more consistent quality teaching and learning models for student teachers to witness as more training is transferred to classrooms.
