Introduction

In presenting a number of 'debates' the authors hope to encourage a radical sense of tradition in geography education, showing a due respect to where they have come from, as well as suggesting alternatives. The role of the subject specialism in 'excellent teaching' remains a key debate, one which has assumed increased urgency. All apparently agree with the virtues of subject specialist teaching, including government ministers. Equally, policy level decisions have had significant impact on where and how beginning teachers are increasingly being prepared. Teacher education departments in universities have been systematically undermined by governments for 20 years now, driven by the belief that teacher training is best done in school following a kind of apprentice model. This is a form of anti-intellectualism wrapped up in beguiling talk of a mature and responsible profession being able to take 'ownership' of training.