Teacher educators interviews

Forms of knowledge alluded to in Initial Teacher Education policy papers in England and in ideas of ‘evidence-based practice’, tend to be formulaic and reductionist. They tend to impoverish ideas of teacher education and, therefore, children’s and young people’s education. At the same time, they can render invisible the complex, praxis-based knowledges developed and practised by teacher educators in preparing pre-service teachers for the complexities of teaching. In these interviews, teacher educators are questioned about how they develop knowledge for their practice and about the Core Curriculum Framework for Initial Teacher Education and reflect on what is missing from the Core Curriculum Framework