The purpose of this research is to undertake a comparative analysis of policy and practice in initial teacher education (ITE) in two parts of the United Kingdom. Although the education systems of England and Scotland have been characterised as experiencing considerable autonomy since the Act of Union in 1707, the new context of political devolution in the United Kingdom adds a sharper focus to comparative questions about the relationships between teacher education, the nation and the state. Objectives, background, methodology and methods of the project are presented.