ABSTRACT
This chapter provides certain assumptions: that school-focused training will be the norm; that competences will be the measure of professional socialization and that resources, through devolved budgets, for long-term professional development of teachers will increasingly be controlled by schools, including governing bodies through devolved funding. The other major assumption is that special educational needs will be a Cinderella dimension, attracting to it marginalized teachers as well as marginalized pupils. Beyond initial teacher training professional development requirement is recognized in induction schemes for probationary year teachers where the inputs of school mentors and higher education tutors is supplemented and complemented. Higher education and local authority providers will continue to wrestle with interaction of general and abstract ideas with gritty, sensible, utilitarian classroom imperatives. The longstanding dichotomy between education and training has not lost any of its potency through its longevity.
