Overview
Highlights the difference in requirements between the Lifelong Learning sector and other educational contexts for teacher education
Builds on the lived experiences of student teachers to examine the role of the teacher educator
Reveals tensions within the teacher education curriculum with regard to encouraging principles of social justice, inclusive practice and democratic education
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Table of contents (6 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book promotes the idea that professionalism among teachers should be marked by democratic relations, rather than by managerialism and performance management. It provides a thorough investigation of issues around the participation of trainee teachers in the Lifelong Learning Sector, by reflecting on their experiences and questioning how well initial teacher education prepares teachers as professional practitioners in the sector. The reflexive nature of the book promotes a deep discussion of the nature of professionalism, drawing upon the works of John Dewey, Michel Foucault and Pierre Bourdieu, and places initial teacher education in the Lifelong Learning Sector firmly within the policy and ideological context of regulation, audit and control. It also illuminates pertinent discussions around teacher agency through a consideration of confidence, excellence, and routinised practices. Finally, the book takes us ‘through the looking glass’ to reveal the tensions within the teacher education curriculum as it prepares trainee teachers for a ready-made world, whilst at the same time attempting to encourage principles of social justice, inclusive practice and education as a democratic endeavour. It will be compelling reading for students and researchers working in Education and Sociology, particularly those with an interest in lifelong learning and teacher training.
Reviews
“The author has succeeded in making their way to provide a remarkable contribution to research into teacher education and professionalism. … this book is of benefit to be highly recommended as a critical reference for trainee teachers, scholars, policymakers, and practitioners.” (Khalaf Mohamed Abdellatif, Italian Journal of Sociology of Education, Vol. 11 (1), February, 2019)
“A text which has learners' journeys, including the author's own, at its impassioned heart.” (Professor Roy Fisher, School of Education and Professional Development, University of Huddersfield, UK)
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Teacher Education in Lifelong Learning
Book Subtitle: Developing Professionalism as a Democratic Endeavour
Authors: Alison Iredale
DOI: https://doi.org/10.1007/978-3-319-65819-3
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-65818-6Published: 25 January 2018
Softcover ISBN: 978-3-319-88111-9Published: 04 June 2019
eBook ISBN: 978-3-319-65819-3Published: 13 January 2018
Edition Number: 1
Number of Pages: XXXI, 235
Number of Illustrations: 3 illustrations in colour
Topics: Learning & Instruction, Lifelong Learning/Adult Education, Teaching and Teacher Education, Professional & Vocational Education