| To provide a descriptive map of current policy and practice in each context in relation to: |
| The performance-based ‘standards’ or ‘benchmarks’ that map the underpinning knowledge required by beginning teachers. |
| Policies for the assessment of professional learning. |
| Partnership arrangments in initial teacher preparation. |
| Form and focus of induction arrangements for Newly Qualified Teachers (NQTs). |
| Pathways for continuing professional development in the early career phase. |
| To identify trans-national policy trends by close mapping of similarities and differences in policy and practice in each national context; to produce a diagram of early professional formation in the four countries of the United Kingdom. |
| To interrogate teaching and learning policy in each context to consider what this tells us about becoming a teacher in the four parts of the United Kingdom today and how this might inform the development of models of early professional learning. |
...in post-devolution UK: The transition from initial teacher education through induction to early professional development in England, Northern Ireland, Scotland and Wales
