Bourdieu and Initial Teacher Education‐a post‐structuralist approach

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Abstract
Cite
Grenfell, Michael. “Bourdieu and Initial Teacher Education‐a post‐structuralist Approach”. British Educational Research Journal, vol. 22, no. 3, 1996, pp. 287-03, https://doi.org/10.1080/0141192960220303.
Grenfell, M. (1996). Bourdieu and Initial Teacher Education‐a post‐structuralist approach. British Educational Research Journal, 22(3), 287-303. https://doi.org/10.1080/0141192960220303
Grenfell, Michael. “Bourdieu and Initial Teacher Education‐a post‐structuralist Approach”. British Educational Research Journal 22, no. 3 (1996): 287-303. https://doi.org/10.1080/0141192960220303.
Grenfell M. Bourdieu and Initial Teacher Education‐a post‐structuralist approach. British Educational Research Journal. 1996;22(3):287-303.
Refrences
Title Journal Journal Categories Citations Publication Date
Sur l'objectivation participante. Reponses à quelques objections 1978
The thinkable and the unthinkable 1971
Fin de Siècle Social Theory 1995
Raisons Pratiques: sur la Theorie de l'Action 1994
Restructuring Teacher Education 1993
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Citations Analysis
The category Education: Theory and practice of education 28 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled The school‐based mentoring of black and ethnic minority student teachers and was published in 1997. The most recent citation comes from a 2023 study titled Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia. This article reached its peak citation in 2013, with 5 citations. It has been cited in 29 different journals, 10% of which are open access. Among related journals, the Mentoring & Tutoring: Partnership in Learning cited this research the most, with 3 citations. The chart below illustrates the annual citation trends for this article.
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