ABSTRACT
The contributions by university staff and trainee teachers illustrate the range of programmes available and the changing nature of the relationship between schools and higher education (HE) institutions. The role and amount of HE engagement in the training of teachers has been in decline as a result of the encouragement by successive governments of different providers to enter the market and the subsequent rise of alternative training routes. Teacher education has always been located heavily in school in addition to HE. As the boundaries change, HE staff have increasingly been forced to justify their role. One area which HE staff has identified as being under their control is developing the link between research and practice in developing new teachers. Much of the teaching in initial teacher education adopts this multi-layered approach to teaching: the specific subject knowledge, pedagogical knowledge and knowledge of the National Curriculum.
