Abstract
The postmodern era and the knowledge economy have placed pressure on the teaching profession to define more precisely what education can do for society and the economy. To this end, the emphasis on professional standards and the introduction of teacher registration and standards authorities are, in part, responses to the need to attune teaching to the knowledge economy (General Teaching Council 2000). Through the development and use of standards of professional practice (clear definitions of what teachers should know and be able to do), institutes of teaching have focussed the debate on teacher quality on the importance of both sound discipline knowledge and related pedagogical knowledge and skill, rather than more generic approaches to teacher quality
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