The Logic and Implications of School-based Teacher Formation

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21 Citations (SciVal)


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.

Original languageEnglish
Pages (from-to)231-248
Number of pages18
JournalBritish Journal of Educational Studies
Issue number3
Publication statusE-pub ahead of print - 15 Oct 2014


  • organisational professionalism
  • professional learning
  • teacher education

ASJC Scopus subject areas

  • Education


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