Continuing Development of Teacher Education in Armidale: Professional/Academic Tensions

Abstract

This short article provides some historical background to teacher education at the School of Education at the University of New England. It begins with the unique mandate of the Armidale Teachers' College to serve a rural population and moves through the process of a traumatic and somewhat disillusioning amalgamation with an institution of a different culture to a desirable ideal integration made more challenging by the rationalization of resources, expansion of internal and external expectations, growth of programs and intensification of various accountabilities.