The concept of teacher training as a partnership between schools and higher education for the preparation of secondary school teachers was formalized in the early 1990s in the wake of the publication of Circular 9/92. This paper considers how aspects of this new policy are working in the context of the PGCE course. In particular, it explores the impact on one another of (1) the concept of a training partnership between schools and higher education, and (2) the freedom of individual partnerships to frame their own programmes. It demonstrates the extent to which practices are at a variance with the intentions of key policy documents and examines some of the management implications this has for schools and higher education institutions.
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