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

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Official URL: http://dx.doi.org/10.1080/00071005.2014.955079


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

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: 07 Nov 2017 17:52
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