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Around the world, education reform increasingly focuses on improving the quality of teaching. But there is a remarkable paradox: despite the importance of teaching, teacher education is under pressure. Institutional change, deregulation and the increased emphasis on school-level autonomy are threatening established approaches to teacher education around the world. This paper explores the nature, range and impact of these pressures and draws on a range of evidence to suggest how teacher education can re-make itself for a changed context. [ABSTRACT FROM AUTHOR]

This article reviews the development of ‘teaching schools’ in England, exploring some of the reasons for their development and their potential to transform professional learning. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the relationship between schools, local government, and central government, the importance of curriculum reform during to the Coalition government, and the changes in English education.