Changing initial teacher education: Limitations to innovation in the United States, Australia and the United Kingdom

Abstract

This article describes the implementation of the Master of Teaching degree at the University of Sydney, a program which incorporates an integrated core study based on use of a distinctive case methodology, together with reflective approaches and portfolio assessment. After meeting practicum requirements, candidates enter an internship with a conditional licence to teach. Conditions for innovation will be compared with those applying in United States and the United Kingdom, with a view to identifying some current trends affecting the preparation of teachers world-wide.