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010   $a3-319-65819-0
024 7 $a10.1007/978-3-319-65819-3
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035   $a(DE-He213)978-3-319-65819-3
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035   $a(PPN)254185088
035   $a(EXLCZ)994100000001795210
100   $a20180113d2018      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTeacher Education in Lifelong Learning $eDeveloping Professionalism as a Democratic Endeavour /$fby Alison Iredale
205   $a1st ed. 2018.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018.
215   $a1 online resource (XXXI, 235 p. 3 illus. in color.) 
311   $a3-319-65818-2 
320   $aIncludes bibliographical references and index.
327   $aChapter 1. Teacher Education in the Lifelong Learning Sector: Professionalism and the Democratic Endeavour -- Chapter 2. Initial Teacher Education in the Lifelong Learning Sector: Developing Professional Knowledge and Practice -- Chapter 3. Learning and Becoming: Encounters with Developing Teachers -- Chapter 4. Learning and Becoming: Experiences of the Teacher Educator as Practitioner -- Chapter 5. The Journey into Praxis: Confidence, Excellence and Routinised Practice -- Chapter 6. Professional Knowledge and Practice: Some Conclusions.
330   $aThis 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.
606   $aLearning
606   $aInstruction
606   $aLifelong learning
606   $aAdult education
606   $aTeaching
606   $aProfessional education
606   $aVocational education
606   $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000
606   $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000
606   $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000
606   $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000
615  0$aLearning.
615  0$aInstruction.
615  0$aLifelong learning.
615  0$aAdult education.
615  0$aTeaching.
615  0$aProfessional education.
615  0$aVocational education.
615 14$aLearning & Instruction.
615 24$aLifelong Learning/Adult Education.
615 24$aTeaching and Teacher Education.
615 24$aProfessional & Vocational Education.
676   $a371.3
700   $aIredale$b Alison$4aut$4http://id.loc.gov/vocabulary/relators/aut$01063593
906   $aBOOK
912   $a9910299513803321
996   $aTeacher Education in Lifelong Learning$92533090
997   $aUNINA