| Abstract: | England's Training and Development Agency for Schools (TDA) requires that students, in order to qualify for teacher status, must undertake the study of law. This article reviews the TDA standards and considers its rationale for the selection of law. Such selection and the need, if any, to study law are contrasted with texts written for teachers wishing to study law. It is evident that the need to study law is now even greater because of the increased role that regulations play, particularly with regards to children's rights, and the willingness of parents to challenge decisions. Empirical research was undertaken to review the initial level of legal knowledge of trainee teachers. This indicated that there is a need for a robust approach to law as there is evidence of trainees' confusion about such matters. The article recommends that there should be greater emphasis given to enabling students to further their studies through understanding legal principles, that some subjects should be given greater priority in initial training whilst others, though introduced to students, could be left to the induction period. It is also of concern that the current approach to the subject ignores its potential for problem based learning and the use of case material. |
