Supporting the Continuum of Teacher Education Through Policy and Practice: The Inter-Relationships Between Initial, Induction, and Continuing Professional Development

This chapter explores the extent to which the delivery of the teacher education continuum, i.e., initial, induction and in-service/continuing professional development (rather than the delivery of each pillar as a sole entity) is supported through policy and practice. By exploring the relationship between policy agen-cies, professional development agencies, and initial teacher education institutes in Ireland and England, respectively, this chapter considers the extent to which such relationships may/may not be central to the effective delivery of the teacher educa-tion continuum. Related discussion points include professional practice, school-and higher education-based teacher educators, leadership, and collaborative partner-ships. Archer’s critical realist social theory of reflexivity is offered as a framework through which the competing agenda of those involved across the teacher educa-tion continuum can be explored. This allows the chapter to establish the extent to which such agenda aid or hinder teacher education (as a continuum) in preparing and supporting pre-service teachers, beginning teachers, and experienced teachers to engage with contemporary classroom contexts.