State intervention and teacher education for vocational educators in England and Scotland

Background: The paper compares and contrasts the policy context of teacher training for vocational educators (VETT) in Scotland and England and locates this in its European setting. It explores the wider socio-economic context, one that emphasises lifelong learning, competitiveness and social justic...

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Bibliographic Details
Published in:Educational research (Windsor) 2012-06, Vol.54 (2), p.187-197
Main Authors: Avis, James, Canning, Roy, Fisher, Roy, Morgan-Klein, Brenda, Simmons, Robin
Format: Article
Language:English
Subjects:
Adult Education
Case studies
Comparative Analysis
Competition
Context Effect
Educational Policy
England
Europe
Foreign Countries
Government policy
Government Role
Lifelong Learning
policy
Public Sector
Scotland
Social Justice
State intervention
Teacher Education
Teacher Educators
Teacher training
United Kingdom
Vocational Education
Vocational Education Teachers
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Summary:Background: The paper compares and contrasts the policy context of teacher training for vocational educators (VETT) in Scotland and England and locates this in its European setting. It explores the wider socio-economic context, one that emphasises lifelong learning, competitiveness and social justice. Purpose: In particular, it addresses the UK Coalition government's orientation to vocational teacher education and the way in which this impacts upon VETT in the two home nations. Sources of evidence: It draws on a small-scale illuminative case study of teacher educators in England and Scotland. Main argument: It explores the limits and possibilities for the development of radical and critical practices embedded in VETT policy and practice.
ISSN:0013-1881
1469-5847
DOI:10.1080/00131881.2012.680043