ABSTRACT
Teacher education has emerged as a primary research focus of those interested in the sociology of pedagogy only relatively recently. From the time of the early socialization studies of Lortie (1975) and Lacey (1977), for example, relatively little attention has been paid by sociologists to how we produce and reproduce pedagogy through the ways in which we induct novices, or to how teacher education articulates (if at all) with classroom teaching. Notable recent studies include Solomon and Tsatsaroni (2001), those which have appeared in Portuguese (Morais and Neves 2001) and those published in this volume (Neves, Morais and Afonso).
