ABSTRACT
This chapter provides an overview of changes to the Initial Teacher Education (ITE) policy landscape in England over the last 5–10 years by engaging with a range of perspectives. This is done with a view to enabling teachers and teacher educators to critique policies which directly affect their daily experiences. The chapter is informed by a collaborative publication with Carey Philpott related to ITE (Philpott, Scott and Mercier 2014), and his collaborative publication with Val Poultney (Philpott and Poultney 2018) notably their chapter on “Systematic Literature Reviews”.
