ABSTRACT
The chapter focuses on how contemporary international trends towards redefining practice in teacher education are unfolding in Norway and Ireland. It then focuses on learning opportunities for student teachers, and how they are likely to position student teachers differently, reframe the knowledge-practice relationship. The chapter also focuses on the practice turn within the field of teacher education, and research-informed clinical practice (R-ICP). It discusses three inter-related aspects of workplace learning in initial teacher education (ITE): the relative visibility-invisibility of student teachers as learners; its relationship to and implications for the knowledge-practice relationship; and learning at the system level. The chapter explores the unprecedented attention paid to teacher education policy by national governments. It provides an opportunity to begin to forge more programmatic research agendas in teacher education programmes linking local research agendas to a wider set of worthwhile profession and system research.
