Published by The Falmer Press, 1996, Paperback.
Condition: Very Good.
From the cover: This book provides a highly readable account of the relationship between successive British governments and the profession of initial teacher training over the past three decades. In the 1970s, the Robbins Report led to the introduction of a curriculum which both structurally and substantively represented the ideology of the day, that of social democracy. More recent government initiatives have recreated training in the image of the market. Currently this relationship is seen as one sided, the government apparently dominating the curriculum through a series of legislative measures.
The author, however, suggests that a long-term view of this relationship may reveal a very different picture: (i) that government intervention has brought professional benefits and that the profession has selectively claimed ownership of ideological interventions; and (ii) that access to the curriculum by the government of the day has been facilitated by the ideological principles of the centre. Thus although the current situation appears to favour the government, the relationship is interactive and beneficial to both sides and it can therefore be regarded as a dialogue.
