Recent developments in teacher training and their consequences for the ‘University Project’ in education.

This paper discusses one of Furlong’s major areas of work, the theory and practice of teacher education. Taking up where our joint publicationTeacher Education in Transition: Re-Forming Professionalism?(Open University Press 2000) left off, it examines how accelerated moves towards school-based teacher education, as well as increased school autonomy, are impacting upon notions of teacher professionalism and professional formation in England. It looks at how in this context a ‘core’ professionalism mandated by central government through its teaching standards is being supplemented or even replaced by a series of ‘local’ professionalisms and the ‘branded’ professionalisms of Teach First and Academy chains. The paper then considers the implications of these developments for the future of Education as a subject of study in universities and, in particular, for the vision set out in Furlong’s recent bookEducation: an anatomy of the discipline(Routledge 2013). [ABSTRACT FROM PUBLISHER]