Bachelor's Degrees in Education

Abstract

The chapter explores the impact of discourse, policy and practice on the Bachelor's degrees in Education. The development of these degrees and the involvement and influence of different stakeholders is critiqued. The way in which competing policy texts influence the degrees are highlighted as teacher preparation straddles Higher Education Institutions and its regulations and quality assurances processes, professional accreditation by the GTCS and the professional practice arena in schools and local authorities. Two issues are explored in particular detail: the balancing of intellectual rigour and academic study with practical experience in the classroom; and the partnership working in relation to Bachelor's degrees.