ABSTRACT
The data presented in the previous five chapters have provided increasing evidence that the teaching profession has found itself more and more excluded from, and apparently unwilling to participate in, debates about its future; a future increasingly characterised by economic determinism, post-Fordist direction of markets and technical rationalist approaches to professional development couched in terms of reductionist competences. This situation is compounded where those mentors responsible within the profession for the school-based training of new entrants increasingly espouse such views.
