ABSTRACT
The ‘traditional’ roles of university teacher educators have changed, from those teaching subjects such as philosophy, psychology, history and sociology, and subject studies specialists and curriculum methods experts, to staff focused almost entirely on the latter areas, and in mentoring and coaching trainees. As schools have become more significant partners, schoolteachers have had the opportunity themselves to become school-based teacher educators. In England, initiatives such as the development of teaching schools and the emerging networks of academic chains which provide their own continuing professional development programmes might further weaken the ways in which universities relate to teacher training. The review by M. Brown et al. highlights one example of a large teaching school alliance where all training is carried out by a university-based teacher educator and a school-based teacher educator on the school site. In Singapore the situation is rather different because there is only one teacher training institution: the National Institute of Education at the Nanyang Technological University.
