ERIC Number: EJ1042922
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1005
EISSN: N/A
The Logic and Implications of School-Based Teacher Formation
Hordern, Jim
British Journal of Educational Studies, v62 n3 p231-248 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 questions for teachers' knowledge, learning and professional commitment.
Descriptors: Foreign Countries, Teacher Education, Faculty Development, Teacher Education Programs, Pedagogical Content Knowledge
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A