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This paper examines the development in a United Kingdom university of a curriculum for Initial Teacher Training (ITT) in the Postcompulsory Education and Training (PCET) sector, based on a modular framework, generic outcomes, and principles of reflective practice. Using both quantitative and qualitative methodologies, it evaluates the first three years of the programme, and explores the impact on the students' quality of learning of the speed of the transformation and the structural changes necessitated by the new framework. Also discussed is the extent to which the quality of learning of ITT students is dependent on elements of experience which are impervious to curricular change.

Competence and quality in the training of teachers for the post compulsory sector in the UK