356
the classroom becomes one part of what is required and that itself
may be seen as a focus for continued
change and development.
Partnership should bring with it a joint commitment to the development
of learning and the improvement of knowledge about it. Neither
partner has an a priori claim to expert knowledge or to practice
but both have a rich and varied experience to inform their own
contribution. The possibility is that they can work together to
develop a theory and a practice that will serve both learning and
learners. Teacher education can best make its contribution through
its own capacity to learn and to order its own structures and
processes to enable its teachers and student teachers to become
effective and committed professional learners.
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