ABSTRACT
This chapter examines the extent to which the curriculum of initial teacher training has been used by the government for ideological purposes. This has entailed exploring whether the curriculum has reflected the central ideology, where this was found to be the case, identifying how this was achieved, and then finally investigating how it was received within the teacher training community. The relationship between political ideology and curricular culture in initial training in the UK over the last thirty years has been portrayed as a continuous battle, a Gramscian struggle for dominance. The relocation of training principally into the schools would reverse the traditional roles of tutor and teacher in that the HEI would service the school and not vice versa. But this would not necessarily destroy the cultural continuity that has been hypothesized.
