Roy Pryke takes me to task for a negative response to the Teacher Training Agency's proposals for initial teacher training, but he does not counter any of my specific criticisms (TES, April 25 ).
Do proposals as badly framed as these deserve a positive response?
There is no attempt to plan for the actual circumstances, in schools and in universities, under which teachers are trained.
There is no scheme for assessing in a consistent way the knowledge, understanding and competences to be expected of new teachers.
There is no calculation of the likely effects of the proposed new entry standards on teacher supply.
Will the TTA acknowledge that the task of initial teachers' education and training is to make the best of the available talent among prospective teachers and to make the most of the time and resources available for training them?
If so, I will be among the first to make common cause with the agency in seeking to raise the professional standards of the next generation of teachers.
PROFESSOR RICHARD DAUGHERTY Department of Education The University of Wales Aberystwyth