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The logic and implications of school-based teacher formation

Hordern, J (2014) 'The logic and implications of school-based teacher formation.' British Journal of Educational Studies, 62 (3). pp. 231-248. ISSN 0007-1005

Abstract

This paper uses Bernsteinian concepts to identify how forms of power and control within teacher professional formation are exercised. Drawing on previous comparative work into collaborative models of teacher education and contemporary examples from school-based programmes, it is argued that current developments in England raise substantive questions for teachers’ knowledge, learning and professional commitment.

Item Type: Article
Additional Information:

Part of a special issue entitled 'New directions in teacher education'.

Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Institute for Education
Date Deposited: 23 Nov 2014 21:21
Last Modified: 23 Nov 2014 21:21
URI: http://researchspace.bathspa.ac.uk/id/eprint/5083
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