Background: 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. (Contains 5 notes.)