Abstract
The roles and responsibilities of tutors in initial teacher training in higher education institutions were drastically changed by the implementation of Circular 9/92, (Initial Teacher Training (Secondary Phase), DfE, 1992). Eight years on there is little time for the study of educational theory on the one-year Post Graduate Certificate of Education course, which has become predominantly competence based. This empirical study is an evaluation of the university-based provision made for student teachers by the tutors in one institution. It suggests that whilst provision to enable skill development was made available, opportunities for theoretical underpinning of practice were not provided to a satisfactory level. The appropriateness of this situation is discussed in the current climate of the need for an 'evidence-based' profession.
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