ABSTRACT

A distinctive feature of this book is that it moves beyond current tensions over what constitutes a sound and proper start to a career in teaching and seeks instead to locate these within a historical perspective. By exploring the potential merging of principle and practice across key moments in time, this book illustrates hitherto unexamined connections between the present state of teacher education in the United Kingdom and past models of practice. In particular, the book will focus on elements of professional preparation that actively sought to promote a viable working balance between the potentially oppositional strands of theory and practice, art, science or craft.