The Logic and Implications of School-based Teacher Formation

Jim Hordern

doi:10.1080/00071005.2014.955079

The Logic and Implications of School-based Teacher Formation

Jim Hordern

Non Academic Depts

Bath Spa University

Research output: Contribution to journal › Article › peer-review

22 Citations (SciVal)

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.

Original language	English
Pages (from-to)	231-248
Number of pages	18
Journal	British Journal of Educational Studies
Volume	62
Issue number	3
DOIs	https://doi.org/10.1080/00071005.2014.955079
Publication status	E-pub ahead of print - 15 Oct 2014

Keywords

organisational professionalism
professional learning
teacher education

ASJC Scopus subject areas

Education

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10.1080/00071005.2014.955079

Cite this

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The Logic and Implications of School-based Teacher Formation

Abstract

Keywords

ASJC Scopus subject areas

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