For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question.
This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process.
More recently, similar challenges have taken place in other countries such as USA and Australia.
However in 2013, when the Welsh Government turned its attention to the apparent low quality of its current provision, rather than challenging the role of universities, it chose to strengthen their contribution.
There were however to be important changes that insisted that universities put the student teacher learning at the heart of course planning, that universities clarify their own distinctive contribution and that they work in close collaboration with schools.
While this approach to initial teacher education is not new, this is the first time that such a model has been implemented on a national scale.
This paper outlines the nature, rationale and underlying research for the reforms in Wales.
It concludes by speculating on their likely impact in raising the quality of provision and securing the future contribution of universities to teachers’ learning.