Book Cover -- Half-Title -- Dedication -- Title -- Copyright -- Contents -- Introduction: Primary Teacher Education: New Directions, New Issues, New Problems, New Opportunities -- Part 1 The Changing Context of Primary Teacher Education -- 1 Changing Teacher Education-Genuine Partnership or Arranged Marriage? -- Long-standing Liaisons -- Accredited Relationships -- Leading Partners -- 'Mutual Trust and Willing Cooperation' -- The Teacher Training Agency and Circular 10/97 -- Theory and Practice -- Roles and Responsibilities -- Mentors at the Centre of Partnership -- Relationships Under Pressure -- Sustaining Partnerships -- References -- 2 The Teacher Training Agency, Higher Education and the Professionalism of Initial Teacher Educators -- The Struggle for Status -- The Teacher Training Agency -- Funding Teacher Education and Quality -- Accreditation of Teacher Education -- The National Curriculum for Teacher Education and Training (Circular 10/97) -- Research into Teacher Education -- Conclusion -- References -- 3 Primary Teaching: High Status? High Standards? A Personal Response to Recent Initiatives -- Wonderland? -- Rhetoric -- Assumptions -- Unsatisfactory Standards -- Unfavourable International Comparisons -- Unexamined Language -- Best Practice? -- Proven Research? -- Hard Times? -- References -- Part 2 A New National Curriculum for Primary Initial Teacher Education -- 4 Circular 10/97: Its Context and Implications for Course Design and Development -- Provision in Context -- Standards in Context -- Curriculum Balance: Its Implications -- Patterns of Teacher Education Courses -- Implications for Early Years Training -- The Issue of Standards Overload and Prescription -- Standards and Competences -- Conclusion -- References -- 5 A Key Stage 6 Core Curriculum? A Critique of the National Curriculum for Initial Teacher Training -- Introduction.

The National Curriculum for Primary Initial Teacher Training: An Overview -- Initial Teacher Training National Curriculum for Primary Mathematics -- Background -- Critique -- Coverage -- Progression -- Effective Teaching and Assessment Methods -- Subject Knowledge Requirements -- Areas of Trainees' Knowledge to be Audited -- Initial Teacher Training National Curriculum for Primary English -- Background -- Critique -- Structure of the Document -- Coverage and Level of Detail -- Progression -- Effective Teaching and Assessment Methods -- Subject Knowledge -- Implications for Schools and Higher Education -- Course Design -- Mentoring and Supervision in Schools -- A Necessary Ongoing Debate -- References -- 6 Primary ITE English National Curriculum: Model Standards or Standard Model? -- Defining Standards -- Knowledge and Understanding of English -- Auditing Subject Knowledge and Understanding -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- 7 Mathematics-By Design With Confidence -- Subject Knowledge -- Mental Mathematics -- Diagnosis of Errors -- Assessment and Record Keeping -- Classroom Management -- The Search for a Reliable Standard -- Standards by Content -- Procedural Concerns -- Student Teachers -- The Case of Subtraction -- Excursus -- Subtraction Algorithms -- The Equal Addition Algorithm -- The Decomposition Algorithm -- Implications for Teacher Education Courses -- References -- 8 Beyond the Core: Raising Standards Across the Curriculum -- Current Assumptions -- Level 7 Requirements -- Enquiring Trainees -- Social, Moral, Spiritual and Cultural Elements of the Curriculum -- Links Between Core and Foundation Subjects -- A Plea -- References -- 9 IT: Meeting The New Requirements -- Subject Knowledge -- Students' Experiences in School -- An Issue for HEIs: Discrete Versus Cross-curricular Models of Delivery of IT.

Looking to the Future -- References -- 10 Teacher Education and PSMSC- Implications of the New Requirements -- Towards a Clearer View -- Definition -- Historical Perspective -- A Clearer View -- Designing the Curriculum -- AT1 in Mathematics and Science -- Collective Worship -- Assessing Students Against the Standards -- Conclusions -- References -- Part 3 Pedagogy in Initial Teacher Education -- 11 Initial Teacher Education as the Acquisition of Technical Skills for Teaching: A Panacea for the Future? -- The Notion of Technical Skill -- The Complexity of Classroom Processes -- Learning to Teach in Complex Classroom Environments -- A Model of Initial Teacher Education -- References -- 12 Towards Effective Communication -- Introduction -- Research -- Models -- Interactions -- Standards -- References -- 13 Drama as a Way to Teach Teachers about Teaching -- How Does Drama Illuminate the Teaching Standards? -- Effective Teaching -- Drama for Understanding -- Play and Learning -- Fiction and Learning -- Teacher Intervention -- Action and Reflection -- Drama and Control -- Planning and Assessing -- Note -- References -- 14 The Trouble With English: The Challenge of Developing Subject Knowledge in School -- Focusing on Teacher Interventions -- The Use of a Literacy Log -- Conclusion -- References -- Part 4 Emerging Issues in Mentoring -- 15 Mentoring: Possible Developments and Constraints -- The Need for Effective Development and Funding for Mentors -- Partnership Between Mentors and Trainees -- Whole School Development Through Mentoring -- Cluster Group Development Through Mentoring -- Reservations -- Acknowledgments -- 16 Mentoring: Realising the True Potential of School-based ITE -- Introduction: The Rise and Rise of Mentoring -- So What Exactly is Mentoring? -- Active Mentoring -- The Role of the Student Teacher in the Mentoring Relationship.

References -- 17 Mentor Assessment of Trainee Competence-The Introduction of Grading -- The Historical Context -- Grading the Competences 1996-97 -- Issues -- Grading the Standards 1997-98 -- Conclusion -- References -- Part 5 Beyond Initial Teacher Education -- 18 The Induction of New Teachers: The Road to High Status and High Standards? -- Induction Provision 1988-1997 -- The Development of a Manageable System at National Level for the Linkage of Initial Teacher Education and Induction -- Target Setting -- Ownership of Professional Development -- Conclusion -- References -- 19 Turning Round the Titanic: Changing Attitudes to Professional Development for the Teaching Profession -- Who is Accountable for the Lifelong Learning of Teachers? -- Assumptions About Teachers' Professional Development -- What is Professional Development and Whose Responsibility Is It? -- What Malaise? -- What Does the National Framework of Professional Standards Contribute to the Quality of Professional Development? -- Why the Future must not look like the Past -- Making Teachers Professional Development a First Order Issue -- A Coherent Resource Management System -- The Need for an Infrastructure -- The Need for Understanding Organizations and Systems -- The Need for Constant Updating -- Thriving on Chaos -- References -- Part 6 Primary Education and Primary Teacher Education -- 20 Conversations and Collaboration: Primary Education as a Community of Practice -- Partnership in Initial Teacher Education -- A Framework for Conversational Collaboration -- Conversation, Collaboration and Research-based Practice -- Conversations with Carolyn -- References -- Notes on Contributors -- Author Index -- Subject Index.