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The Logic and Implications of School-Based Teacher Formation
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Hordern, Jim – British Journal of Educational Studies, 2014
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…
Descriptors: Foreign Countries, Teacher Education, Faculty Development, Teacher Education Programs