ABSTRACT
This chapter will present a critical reflection of the development and implementation of a new partnership model of teacher education in Scotland. The model involved the joint development of a new approach to teacher education that included initial teacher education, the induction year for newly qualified teachers and career-long professional learning. Teacher educators, headteachers, teachers, student teachers, local authority officers and other key stakeholders were engaged in the development of the new teacher education programme from the outset of the initiative. The aim was to build strong, trusting relationships and achieve deep-level partnerships. This required changing established hierarchies and positions of power in order to realise the underlying principles of the new model – collaboration, co-creation and shared responsibility for teacher education. The opportunities and challenges that arose from the radical change processes (including institutional, structural and cultural changes as well as changes in the programme content and learning, teaching and assessment processes) will be critically analysed.
