Standards in England and Scotland for training new teachers are incomplete and lack enough emphasis on the emotional and personal aspects of teaching, according to a recent study by researchers at Stirling and Manchester Metropolitan universities. "Existing competence-based professional standards do not connect with the actual learning experience of beginners in the teaching profession and downplay the reality of what 'becoming' a teacher means," said Jim McNally, professor of teacher education at the University of Strathclyde. "For example, you can't be a teacher unless children accept you as one, and existing standards don't address that."

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