It is little surprise that, with so much riding on the recruitment and quality of new teachers, the nature and content of Postgraduate Initial Teacher Education (ITE) programmes continues to be the source of significant debate and often polarised opinion within the education community. ITE in England has experienced significant change over the last decade, including the move towards a ‘School-led’ policy for ITE (DfE, 2011) (DfE, 2015). In spite of these significant structural changes, ITE often continues to be perceived in the press and the ‘edu-twitter sphere’ as ‘out of touch’. Although OFSTED data recognises the high quality of existing ITE provision, assertions continue to be made in some quarters ‘that many teachers entering the profession are ill-prepared’ (MacBlain and Purdy, 2011) and suffer from both ‘a reality shock (..) but also a “washing out”effect of insights gained during teacher preparation’ (Korthagen et al., 2006). As
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