Fuller, Mary I.
About the authors: Mary Fuller has worked in initial teacher education and in the training of teachers-in-post since 1979. She is Professor of Research in Education at Cheltenham and Gloucester College of Higher Education. Her publications include journal articles and book chapters on aspects of children's education from early years to secondary school, and on teachers' practices in primary school.
Anthony Rosie trained as a teacher of English and worked in secondary schools in London for many years, moving to the then College of St Paul and St Mary. In 1995 he took up the post of Principal Lecturer in Sociology at Sheffield Hallam University, where he is responsible for Social Theory teaching and runs the MA Programme in Social Science. His publications in edited books and journals have been devoted to analyses of youth and culture.1997 0-7734-8638-0
Drawing on studies of current partnerships between schools and training institutions in England, Scotland and Holland, this study raises questions about the quality of teaching and of students' experiences in school as they undergo the transformation from student to teacher. It raises issues of comparability: in what ways, if at all, are steps taken to ensure comparability of teaching and learning within and across institutions? What possibilities are there in the new and developing partnerships for safeguarding gains made in the previous decades to address equity issues of race and gender? How has teachers' work altered as it encompasses the teaching of adults as well as children? Contributors were free to raise their own questions, but the book is given great coherence by being placed within the context of Habermas's theoretical understandings. It is firmly based on current research, with contributions from practitioners in schools and higher education institutions.