ABSTRACT
In this chapter I am concerned with the political control of initial teacher education in England and Wales now, and the dangers that I see in any ideologically homogeneous group taking control of the ‘Initial Teacher Education’ curriculum. To explain my concerns it is necessary to explore some of the features of initial teacher education and a range of topics which should impinge upon any discussion of ‘Initial Teacher Education’ curricula. These include such wide-ranging issues as the meaning of ‘culture’ today, the use of ideological models in education, and some important tenets of British democracy. I am also mindful of what we have come to know, over many years, about teaching and learning, and the beliefs which may be embedded in initial teacher education traditions. In presenting this web of issues and ideas I am conscious of the breadth of related topics and the difficulties that this presents in terms of constructing ‘a model’. However, such a difficulty is entirely consistent with my thesis which can be summarized by the following assertions:
Teacher education (including ITE) must not be, made to fit a unified theory, or used for narrow ideological purposes, but, rather, it should be dynamic and organic, and should concentrate on supporting the education of a variety of teachers in respect of their values as well as their knowledge.
