Beyond the ideology of school-based teacher training


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Government imposition of the new regulations, requiring all courses of initial teacher education in the UK to be school-based, was indebted to the politics of the social market and an obsessive belief that educational theory invariably distorts the training process. Models of school-based training, however, predate the recent ideological intervention of government. It is therefore tempting to distinguish between the political/ideological stance taken by government and the educational stance of the profession in moving towards school-based training. This paper will argue that school-based training can become an ideological trap for the profession, unless it is underpinned by a sound and coherent philosophy of teacher education that relates theory and practice within the context of practice. Only then can it ensure that newly qualified teachers enter their chosen career as confident and competent professionals. The argument of the paper is supported and illustrated by a description of the London Area Based Scheme -- a school-based model that was more radical in its use of practising teachers than the various mentoring schemes that were developed in the UK.
本文持校本取向,質疑「從理論到實踐」模式,進而討論校本師訓的兩種不同模式。新右派所主張的「技藝學徒制」模式,並不符合教育的實際。只有「理論實踐互動」模式,才能夠為校本師訓提共一套真正有效的哲學,超越意識形態的羈絆。作者並以「倫敦地區基地計劃」的經驗為例,具體說明其主張。 Copyright © 1996 香港中文大學香港教育研究所.
Original languageEnglish
Pages (from-to)67-77
JournalJournal of Primary Education
Issue number1
Publication statusPublished - May 1996


Sankey, D. (1996). Beyond the ideology of school-based teacher training. Journal of Primary Education, 6(1/2), 67-77.


  • Interactive theory and practice model
  • School based teacher training
  • London area based scheme
  • Craft apprenticeship model
  • Alt. title: 超越校本師訓的意識形態


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