Teacher education in lifelong learning: developing professionalism as a democratic endeavour

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.