ABSTRACT
The teacher training system - reeling after a decade of closures, amalgamations and change - is now facing an unprecedented round of accreditation procedures for all its courses. Recent events have moved quickly since the publication of the Government White Paper Teaching Quality. The long-term significance for teacher education, however, is especially stark, as too many teachers are currently being trained for existing population forecasts. Consequently, quality and accountability will become ‘the name of the game’ in research into teacher education as well as in the everyday practice of teacher training itself. The change of policy may also lead to some mistakes being made about the funding of research projects for reasons of expedience, lack of resources or political considerations. A number of issues and problems need to be resolved about the directives on subject studies. The Teacher Accreditation local and national panels may soon be making frequent demands for information.
