ABSTRACT
The initial teacher education (ITE) in England has the largest school-based and the characterised school university partnerships. Farrell argues that the teacher education programmes should focus more on what it means to be a teacher and less on individual technicist approaches, so that new teachers develop the ability to engage in anticipatory reflection. Illeris demonstrates that the act of learning is composed of three inter-related dimensions; the individual, the emotional and the social. This chapter argues with the support of LS as the key for opening the pedagogic black box and it also argues that the exploration of pedagogy in supported, developmental ways that surely remains at the heart of all such programmes. The chapter explains that LS provides one optimal approach to supporting teacher education not only in relation to pedagogic skills but also in relation to the development of classroom enquiry that prepares the teachers for continual learning.
