ABSTRACT
Opportunities for in-service education can be as much a means of controlling the direction of teaching as of liberating the thinking and practice of teachers. The development of centralized authority in education makes it increasingly possible to use in-service as a form of deliberate intervention to achieve particular ends: we are experiencing this in England at the moment as money and time are made available by the Government specifically to support teachers in the rapid implementation of new policies for the national curriculum and for assessment of nationally-set attainment targets.
