Author: Richard Bates

Source: Journal of Education for Teaching: International Research and Pedagogy, Volume 30, Number 2, July 2004 , pp. 117-130(14)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

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.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/0260747042000229744

Affiliations: 1: Faculty of Education Deakin University Victoria 3217 Australia, Email: rbates@deakin.edu.au

Publication date: 2004-07-01

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