“…So if we examine them in more detail we can see that at one level there are some who are keen for schools to provide some form of normative control over teacher education to ensure that approaches to being a teacher and teaching fall in line with, for example, national educational strategies and agendas (TTA, 2002), and are not 'polluted' by critical educational theory or, at the very least, what are viewed as substandard interpretations and regurgitations of such theory. Adopting a different perspective, there are others who have clearly focused on the developmental route taken by trainee teachers as they move from the periphery as student-teachers to a more central role in the classroom/school on achieving Qualified Teacher Status (Taylor, 1996;Sixsmith & Simco, 1997). Here much of the theorising and research has focused on a number of complementary issues.…”