Current attempts in industrialised countries to regulate teacher education in increasingly prescriptive ways raise profound social, ethical and pedagogical issues. This paper looks at the challenge such prescriptions pose and suggests that such regulation serves the democratic state less well than a more autonomous form of education. The implications of this alternative for teacher education are explored.
Online Publication Date: 01 July 2004
Field of Research
130313 Teacher Education and Professional Development of Educators
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact email@example.com.