Curriculum of initial teacher education in Portugal: new contexts, old problems
Initial teacher education (ITE) has been subject to a long and sometimes controversial debate, in many cases associated with its curriculum organisation, its rationale and key components, but mainly with its impact on the education and professional socialisation of pre-service teachers, among others (e.g. Darling-Hammond, Newton, and Wei 2010). Diversity in its form and content (including different modes of government intervention) and concerns about its quality have been major issues in the debates regarding ITE in Europe and elsewhere. Despite this, a common idea may be identiﬁed: teacher education can make a positive difference in developing highquality teachers and teaching in schools.