Abstract
A case study of one secondary Initial Teacher Education student's first school experience on one of the newly developed university-school partnership schemes in England is presented. The final report on this experience was controversial and resulted in very high feelings. The paper analyses three possible explanations for this finding and concludes that it can be understood as an example of micro-politics. The paper points to the virtual absence of a micro-political dimension in current teacher education literature and argues that such a dimension is much needed in research on the topic in teacher education. Student teachers themselves should be made aware of the micro-political dimensions of the schools in which they learn to teach.
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