Abstract
This paper draws on case study data from the second M odes of Teacher Education (MOTE) project to document the changing relationship between Higher Education Institutions (HEIs) and schools in the provision of initial teacher education (ITE). Earlier research undertaken in 1992 (Furlong et al., 1995), suggested that after a decade of government demands to develop more 'practically oriented' courses, most HEIs had devised means to 'integrate' the higher education and school-based aspects of their courses. However, prior to the introduction of revised government circulars (Circulars 9/92 and 16/93: DFE, 1992, 1993) HEIs retained considerable autonomy in how that integration was achieved. Up to 1992, our evidence suggested that most HEIs had put more effort into reforming the higher education than the school-based parts of their programmes. As a result, we argued that in 1992, HEIs were still the dominant partner in initial teacher education but they had retained that dominance at considerable cost. In the d...
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