ABSTRACT
This chapter outlines how models trouble common assumptions about the role of universities in teacher education and how market conditions can undermine educational principles and customary practice. It considers the choice between the benefits of school-based training and university-led teacher education. The Bologna Process brings broad consistency to Initial Teacher Education across the European Union, where time in university has generally increased with England as a notable exception. University teacher education in England generally has been redefined through new priorities determined by, among other things, budgetary constraint, problems with teacher supply and perceived school performance as compared with other countries. In many universities, the chief responsibility is oversight and accreditation for a process primarily administered by schools. Lower-cost school-based teacher education may appeal to an increasing number of governments in building and influencing the practice of their teaching forces. The chapter also presents an overview of the key concepts discussed in this book.
