Abstract
This article presents the conceptual analysis which forms the background to an empirical comparative study which is currently in progress. The study compares the initial preparation of secondary teachers offered in three postgraduate courses in France, England and Scotland respectively. It aims to investigate and compare the conceptual frameworks for initial teacher education (ITE) which underpin these three training programmes. The conceptual framework for ITE corresponds to underlying conceptions of the role of the teacher; of teaching as a professional activity; of what constitutes good practice; of the process of learning to teach and how best to support it. “I have no data yet. It is a capital mistake to theorise before one has data. Insensibly, one begins to twist facts to suit theories instead of theories to suit facts.” Sherlock Holmes
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