“…The politically dominant view focused on teaching as a vocational pursuit where the purpose of teacher education should be to train, rather than to educate teachers, and that this training would best be achieved within the context of the school, ' ... where the trainee is shown and told the right way to do it' (Tomlinson, 1995: 12). This concept of teacher education was perceived by teacher educators themselves to be narrowly conceived and lacking in the academic and intellectual rigour which, they believed, would assist in the development of autonomous professionals able to interpret and critically evaluate their observations and experiences, and thus further develop their professional education and skills (Boxall and Burrage, 1989;Eraut, 1989;Carr, 1993;Adams and Tulasiewicz, 1995;Tomlinson, 1995;Holligan, 1997;McPhee and Humes, 1998).…”