Public Sector Teacher Education in the 1990s: diagnosis, prognosis and prescription

Abstract

ABSTRACT The strengths which characterise teacher education in the public sector are seen to lie in their distinctive contributions to primary education, to both general secondary, and non‐traditional academic secondary education and to 16‐19 education. Their flexibility and responsiveness to expressed needs are also seen as crucial. The need for such responsiveness is elaborated by an examination of the context of teacher education in the last quarter of the century. It is argued that for these strengths to be available in the 1990s certain policy decisions must be considered now by the parties concerned.