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 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.