Abstract
The Second Stage Review of Initial Teacher Education (ITE) in Scotland leaves unresolved fundamental issues about ‘partnership’ within ITE. These have been sources of tension facing Scottish Higher Education (HE) providers attempting to develop models of partnership with schools and education authorities. This paper seeks to demonstrate a significant body of opinion among Scottish HE providers from the early 1990s wishing to progress innovation on partnership. It is suggested that the main barriers to innovation were the resistance of Scottish schoolteachers to accepting formalised, enhanced roles and responsibilities within partnership, and the failure of Scottish Ministers and administrations to place sustained discussion of underlying issues of partnership sufficiently high on the political agenda. The paper concludes that it will be essential to return to more fundamental discussion of the respective roles and responsibilities of HE staff and school staff within ITE partnership, and that the perspectives of research must be applied in such discussion.
| Original language | English |
|---|---|
| Pages (from-to) | 20-31 |
| Journal | Scottish Educational Review |
| Issue number | 37 |
| Publication status | Published - 2006 |