Every Child Matters and Teacher Education

Abstract

This paper provides the basis for an elaboration of the modifications required if teachers and related professionals are to be fully prepared for, and supported in meeting, the challenges which ECM heralds for all who work with children and young people. The study attempts to highlight the rationale for national policy, to tease out the many strands of the initiative, to discover how ECM was being interpreted at institutional level by the teacher education community, and, drawing on that welter of evidence, to offer a credible portrayal of teacher education in the new and rapidly changing context.