implications for course design of failure and retrieval rates in initial teacher education

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Abstract
This paper reports the findings of an investigation into student teacher failure in final teaching practice in training institutions in England, Wales, and Northern Ireland. Very few students who complete a course of training actually fail. Reasons for this finding are discussed. A reappraisal of the approach to the final assessment of teaching practice is suggested involving the discontinuance of the pass/fail dichotomy and its replacement by ipsative formative profiling. The implications of the findings for the assessment of student teachers and for the design of teacher education courses are considered.

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