Abstract
This chapter first explores changes in policy and practice related to quality initial teacher education in Australia and England over the last 10 years. In both countries a trend towards tighter government control of initial teacher education is identified, but with little evidence of changes in quality. The codification of national standards for initial teacher education programs and their accreditation has enabled this trend. Second, possible futures are discussed before finally speculating on the potential of, for example, ICT, globalization and neuroscience research to impact on future approaches to quality initial teacher education policy and practice.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
