The name is absent

experiences for education staff concerned with pedagogy. (1983)

..... the requirement for recent classroom experience
increases and resonates with the experience of many
of those involved in teacher education - university
tutors, school teachers and students and the rhetoric
rapidly becoming official policy makes little
acknowledgment of its limitations or its consequences.

patterns of staffing and as Taylor observes

we must avoid the simple assumption that each

every member of staff in a College, Faculty
Department of Education must have had recent

classroom experience ..... and  the fact that not

every excellent classroom teacher is by definition
an excellent teacher educator (or vice versa) must
temper our recognition of the priority of recent
classroom experience. (1983)

What is essential for teacher educators is a sound professional
identity grounded within relevant knowledge and experience but the

conditions in the university under which teacher education occurs
ensures neither of these and indeed too often works against their
construction. Once again Taylor indicates the direction of concern.

Fragmentation might be less of a problem if those
working with intending teachers within multi-purpose
institutions had a clear professional identity and
saw status and promotion deriving from their commit-
ment to the education of teachers, rather than their
expertise and standing in one of the social sciences
relevant to Education, or in a teaching subject,
but this involves potential costs in isolation from
the rest of the institution’s work. (1983)

isolation may not only be the foregoing of active and continuous

participation in other important areas of the institution’s work

but that which derives from commitment

of higher education come reluctantly

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