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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/11695
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dc.contributor.authorAvis, Jamesen_UK
dc.contributor.authorCanning, Royen_UK
dc.contributor.authorFisher, Royen_UK
dc.contributor.authorMorgan-Klein, Brendaen_UK
dc.contributor.authorSimmons, Robinen_UK
dc.date.accessioned2016-10-04T20:44:46Z-
dc.date.available2016-10-04T20:44:46Zen_UK
dc.date.issued2012-06en_UK
dc.identifier.urihttp://hdl.handle.net/1893/11695-
dc.description.abstractBackground: 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.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationAvis J, Canning R, Fisher R, Morgan-Klein B & Simmons R (2012) State intervention and teacher education for vocational educators in England and Scotland. Educational Research, 54 (2), pp. 187-197. https://doi.org/10.1080/00131881.2012.680043en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectteacher trainingen_UK
dc.subjectvocational educationen_UK
dc.subjectpolicyen_UK
dc.titleState intervention and teacher education for vocational educators in England and Scotlanden_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Educational research 2012.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1080/00131881.2012.680043en_UK
dc.citation.jtitleEducational Researchen_UK
dc.citation.issn1469-5847en_UK
dc.citation.issn0013-1881en_UK
dc.citation.volume54en_UK
dc.citation.issue2en_UK
dc.citation.spage187en_UK
dc.citation.epage197en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailroy.canning@stir.ac.uken_UK
dc.contributor.affiliationUniversity of Huddersfielden_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Huddersfielden_UK
dc.contributor.affiliationTeaching Qual for further Education - LEGACYen_UK
dc.contributor.affiliationUniversity of Huddersfielden_UK
dc.identifier.isiWOS:000305249700007en_UK
dc.identifier.scopusid2-s2.0-84862286911en_UK
dc.identifier.wtid736454en_UK
dcterms.dateAccepted2012-06-30en_UK
dc.date.filedepositdate2013-04-03en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorAvis, James|en_UK
local.rioxx.authorCanning, Roy|en_UK
local.rioxx.authorFisher, Roy|en_UK
local.rioxx.authorMorgan-Klein, Brenda|en_UK
local.rioxx.authorSimmons, Robin|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2999-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameEducational research 2012.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0013-1881en_UK
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