The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neo-liberal agenda has shaped legislation on Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical 'craft', something that requires a scant 'training' programme, and those who frame the education of teachers as a more holistic activity and one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of APTE (Association for Partnership in Teacher Education) in England, six dimensions of the current school-university partnership culture are identified and analysed. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teachinglike the roman rider straddling various horses. Over the past 30 years, the whole notion of 'partnership' in English ITE has come under scrutiny, with an increase in routes and qualifications into teaching being driven by the growing government interventions in education, (Alexander, Craft, & Lynch, 1984;

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