ABSTRACT
This chapter begins with a brief summary of some recent events and trends which suggest that it has become difficult (at least, perhaps, until very recently) for teachers to become involved in preparing themselves for citizenship education. Arguments and recommendations are then developed to show what could be done to improve this situation. The professional development needs of all the partners are considered (teacher educators, teachers and student teachers), with particular attention being paid to three overarching areas (contacts and resources; access; and process), and three issues which are perhaps more specific (knowledge, teaching and assessing).
