The central arguments of the chapter are threefold;
1 that the ‘bricks and mortar’ institutions developed around teacher education to serve the needs of the twentieth century will be wholly inadequate for the twenty-first;
2 that the implicit and explicit models of development, derived from such bricks and mortar institutions, are insufficient to meet the changed circumstances of most, if not all, national contexts;
3 that developing a research agenda to inform the processes of institutional change and rebuilding is now an urgent priority.
The scenario for development is explored with a focus on the interrelated but contrasting ...