TOWARDS INSTRUMENTAL TRAINABILITY IN ENGLAND? THE ‘OFFICIAL PEDAGOGY’ OF THE CORE CONTENT FRAMEWORK

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