Learning to Live with Inconsistency in Student Entitlement and Partnership Provision

Abstract

Consistency of provision of teacher education courses is essential if students are to experience training which is just, fair and equitable. The shift from university‐based to school‐based Initial Teacher Education and Training has brought into sharp focus the consistency of provision as local, rather than central, activities and decisions predominate in the students' experiences. This article examines the issue of consistency through the eyes of a sample of subject mentors who responded to a postal questionnaire which aimed to examine the views of subject mentors on a range of issues relating to mentor training, the mentoring process, challenging students, professional discourse and rewarding mentors. The article concludes that Initial Teacher Education and Training needs to embrace some of the plurality and diversity of postmodern thinking and that those involved in the education and training of teachers should learn to live with inconsistency.