ABSTRACT
Chapter 2 explores the practice quality conundrum within initial teacher education. Practice is without doubt at the centre of learning to teach, but an overemphasis on practice can limit the opportunity for new teachers to gain access to other important knowledges. This conundrum is reflected in the pedagogy of different programmes, and the chapter outlines the pedagogy of two contrasting programmes taught through the UCL Institute of Education in London. The Post Graduate Certificate of Education emphasises the development of specialist expertise focusing on informed critique and reflection, whilst the Leadership Development Programme, taught in partnership with Teach First as an employment-based route, which emphasises the pedagogy of deliberate practice. The chapter argues that these approaches are political as well as pedagogical, and as such may affect how well new teachers are supported in their developing roles.
