Teacher Education Reform in England is clearly driven by a set of assumptions about the importance of a) school practice and b) school leadership in forming good teachers (Brookes, 2006; Hodgson, 2014; Universities UK, 2014; These assumptions are increasingly prevalent in international discourses too (Constantine et al, 2009; Maandag et al, 2007; Musset, 2010). This paper conducts a critical re-reading of the Situated Learning perspective (Lave and Wenger, 1991; Fuller et al, 2005) to establish a framework for defining the conditions under which school practice and school leardership can promote the formation of good teachers. This framework is then used to analyse the results of a large-scale questionnaire completed by a nationally representative panel of teachers in England as part of the National Foundation for Educational Research (NFER) Teacher's Voice omnibus survey in November 2014. All respondents were asked to respond to open-ended questions about the importance of school practice and school leadership in teacher education. In addition, respondents were asked to identify the stage of their career and their ongoing involvement in teacher education. The opportunity to stratify the sample and identify the perspectives with regards to types of teacher, facilitated the production of a set of teacher's views which are then mapped on to the Situated Learning framework. Analysis suggests that teachers, the  fundamental element of Teacher Education Refrom in England, and increasingly internationally, share a set of professional perspectives on the conditions for producing good teachers, that these perspectives suggest that dominant policy discourses are both theoretically and practically under-specified. The paper argues that the contradictions identified between Teacher Voice and Teacher Education Reform in England should lead to a rigorous specification of the conditions under which the assumptions of dominant international discourses can fail or succeed. 

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