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This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein's work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a 'generic mode' in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller's distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers' work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF. [ABSTRACT FROM AUTHOR]

Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society. This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community. In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies. [ABSTRACT FROM AUTHOR]

The journal "British Journal of Educational Studies," has for over 40 years served those who were concerned with the education of teachers. lt has, therefore, reflected the interests of those who have taught in University Departments of Educational Studies and who, either directly or indirectly through the colleges once under their wing, trained the next generation of teachers. Those interests once lay in the `isms' of philosophy, sociology, psychology and history - the `foundation disciplines' of a distinctive education in 'education', but not so in recent years. Those interests have had a more practical focus and academic posts in the philosophy and sociology of education have diminished.

Discusses theoretical and empirical studies relating to the inter-generational transmission of social, economic, and educational characteristics. Conceptualization on the role of family in relation to education; Categories of approaches on the role of family; Various definition of theorists on concept of social capital in relation to educational outcomes and inter-generational transmission.

Discusses the establishment of sociology within the British educational scene. Inquiry of the London School of Economics into social mobility; Relation of the educational system to the division of labor and social stratification; Characteristic of the sociology of education.

The article focuses on the P. H. Hirst's description of the structure of knowledge. Hirst's analysis is too well known to require detailed description, suffice it to say that the forms of knowledge are classified as the scientific, the mathematical, the religious, the moral, the historical/sociological, the aesthetic, and consist of clusters of concepts and procedures which are distinctive of each form, and which give rise to distinctive claims to truth in each case. It is, however, a theory of knowledge and of the curriculum, about which two important questions have been raised regarding the epistemic status of the forms, to which article provides an answer.