Recent government accreditation of initial teacher education provision in England has resulted in a deep sense of unrest within the sector. Along with an intensely regulated accreditation process embodied in the Initial Teacher Training (ITT) Market Review, a revised framework, known as the Core Content Framework (CCF) has been introduced. This paper provides an analysis of the CCF, bringing together Foucauldian discourse analysis and a new emerging methodology, doppelganger as method. This approach explores situations of conflict, asking where a double or doppelganger emerges and how it functions as a technology of power. It finds that the conflicting demands of the CCF and the quality benchmarks that regulate university provision produce a dual curriculum. An authorised curriculum is established by the CCF, while a shadow curriculum emerges from the aspects of curriculum which are rendered invisible in the framework. I find that the CCF represents an attack on teacher educator professionalism as it removes the autonomy of the educator to choose their own content, pedagogy and key texts. Resistance to this regulation, however, emerges from more holistic ideologies and can be found hidden within classroom interactions and practices.