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
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.
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|
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