ABSTRACT
Initial Teacher Education (ITE) programmes need to be structured in a way that takes careful account of the complex learning needs of student teachers in a staged and progressive way that leads seamlessly into a well-planned ongoing professional journey. In contrast, in many other high performing education systems, such as Finland, Singapore and Scotland, there is a growing trend to offer Initial ITE programmes at master's level in research universities. The Carter Review of Initial Teacher Training (ITT) was commissioned by the then Secretary of State for Education in England, Michael Gove, in 2014 and reported in 2015, aiming to define effective ITT practice; assess the extent to which the system delivers effective ITT; and recommend where and how improvements could be made. Student teachers do need regular and ongoing access to practitioner expertise in a way that is carefully structured, critically deconstructed, analysed and evaluated for its impact on pupil learning and well-being.
