The purpose of this paper is to critically analyse the reconstruction of teacher education in order to initiate a more systematic debate.To undertake this task, I will first locate the current proposals for the reform of teacher education in a brief historical context, before moving on to outline the proposed changes to teacher education. I will argue that these policy shifts must be understood within the wider post-Fordist debate and that the new production concepts of skilling, reprofessionalism and task integration provide a useful basis on which the current restructuring proposals. I will conclude my analysis by arguing that while there are significant advantages to be gained by moving toward a system of school-based training, these gains will not be made unless teacher educators have clear sense of the new policy terrain and its game rules.
Robertson, S. L.
"New Production Concepts" and the Reconstruction of Teacher Education : a Post-Fordist Critique..
Australian Journal of Teacher Education, 19(2).