The name is absent

21

pressures do not create a propitious climate for the establishment
of partnership.

Training institutions are not unaffected by changes in schools but
recognition of problems bears no necessary relation to their reso-

lution, and courses at all levels in teacher education often appear

to trail hesitantly in

the wake of far reaching changes in schools

that could have profound implications for their content

organisation

and assessment.

During recent years university staff have observed

the fate of innovation

in the

colleges

and

may

have

justifiably

drawn the conclusion that quality

is no guarantee of permanence

or even survival.

Teacher education in university departments has

had its share of the cuts imposed upon the universities.

It has

lost staff and courses in the contraction consequent upon the projected

needs for teachers. These are factors which do not support innovation

and change but it

is within this

that

the

new partnership

has to be forged.

upon the

commitment

of those involved

but with their knowledge

of new forms of practice.

The commitment is both personal and general.

For teacher educators and for teachers to work together in educating

beginning teachers is

to be involved in their own learning and that

is to serve the more general purposes

of education as an active,

for all

centres of learning that enables those within them to move

beyond the limitations of the present.

Such learning will not be achieved by the

requirements of the White

Paper

(1983) which advocate an increased role in initial education

for practising teachers as well as a requirement for recent

classroom