ABSTRACT
Teaching somebody how to be a teacher is not straightforward because it involves the accumulation and assimilation of a large set of skills that can mostly only be learnt on-the-job. We use the insights of economists, including Gary Becker, to explain why there will always need to be considerable government intervention to ensure schools help train sufficient numbers of new recruits to a high standard. Using the concepts of teacher development introduced in earlier chapters, we propose a set of radical reforms to how new teachers are trained.
