dialogue between beginning and experienced teachers, as well as input from edu-
cational researchers and theorists (Burn and Mutton 2014). In settings as diverse as
Finland, Scotland and Australia, there are important examples of such approaches
which completely reject the assembly line approach to schools and to teaching
which Schleicher so roundly criticizes
References
Burn, K. & Mutton, T. (2014).Review of‘research-informed clinical practice’in initial teacher
education.London: British Educational Research Association. Available atbera.ac.uk
Furlong, J. (2013).Education—An anatomy of the discipline: Rescuing the university project?
London: Routledge.
Labaree, D. (2004).The trouble with Ed Schools. New Haven, CT: Yale University Press.
Schleicher, A. (2012).“Introduction”. In. A. Schleicher (Ed.),Preparing teachers and developing
school leaders for the 21st century: Lessons from around the world. OECD Publishing.http://
dx.doi.org/10.1787/9789264174559-en
Waterman, C. (2015).“Universities and teacher education in a new era”Education Journal, Issue
223, 13.
Whitty, G. (2014). Recent developments in teacher training and their consequences for the
‘University Project’in education,Oxford Review of Education, 40(4), 466–481.http://dx.doi.
org/10.1080/03054985.2014.933007
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