ABSTRACT
Hilary has described how Children’s Perceptions of Learning with Trainee Teachers arose out of the shared interest of a group of tutors in investigating the pupils’ learning during their time with teachers from St Martin’s College. Our central and unifying concern was the relationship of children’s learning to student teachers’ teaching, seen within the context of developing partnerships between schools and higher-education institutions. In this chapter I set out the broader context in the changing institutional arrangements for initial teacher education and the wider debate on pupils’ perceptions of their learning.
