Lifelong learning for teachers in Ireland: policy, provision and vision

Abstract

This article is in three parts. First, a document analysis is undertaken to establish the breadth and depth of vision envisaged by policy-makers in relation to the provision of lifelong learning opportunities for practitioners in Ireland. Second, a snapshot of current provision is developed and this is critically analysed against the rhetoric of section one. The third and concluding section identifies a number of key issues which need to be addressed by policy-makers and providers if a more comprehensive and securely grounded vision of lifelong learning for teachers in the setting is to be developed while being cognisant of career needs, stages and aspirations, as well as system requirements