Abstract
This paper explores the thesis that teacher education prepares teachers to fit into existing patterns and structures of teaching, schooling and society. The key questions explored are: (1) How have some discourses emerged as privileged, as others have been eclipsed? (2) What do these processes reveal about the relationship of power and place in teacher education? The case examined is Northern Ireland. The author concludes that if teacher education is to be one of the means by which educators learn new ways of seeing within a deep sense of tradition, then teacher education itself needs to become a discursive project.
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