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 Capacity building resources

Professional learning

Professional knowledge (subject/craft/tacit/propositional)

Avis, J. (2003) ‘ Work-Based Knowledge, Evidence-Informed Practice And Education,' British Journal of Educational Studies, 51 (4), 369–389

Winch, C. (2004) ‘What Do Teachers Need To Know About Teaching? A Critical Examination of The Occupational Knowledge Of Teachers,' British Journal of Educational Studies, 52 (2), 180–196

Twiselton, S. (2000) Seeing the wood for the trees: The National Literacy Strategy and Initial Teacher Education: pedagogical content knowledge and the structure of subjects. Cambridge Journal of Education , 30 (3), 391-403

Menter I. , Brisard E. and Smith I. ( 2006) ‘ Making Teachers in Britain : Professional knowledge for initial teacher education in England and Scotland ,' Educational Philosophy and Theory, 38 (3), 269-286

Waldron, F., Pike, S., Varley, J., Murphy, C., and Greenwood , R. (2007) Student teachers' prior experiences of history, geography and science: initial findings of an all-Ireland survey. Irish Educational Studies , 26 (2), 177-194

Jones, M., and Straker, K. (2006). What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base. Journal of Education for Teaching , 32 (2), 165-185

McNally, J., I ' anson, J., Whewell, C., and Wilson, G. (2005) ‘They think that swearing is okay': first lessons in behaviour management. Journal of Education for Teaching , 31 (3), 169-186

Moyles, J. and Adams S. (2000) A tale of the unexpected: practitioners' expectations and children's play Journal of In-Service Education, 26 (2), 349-369 [Early Years]

Hobson, A. J. (2003) Student teachers' conceptions and evaluations of 'theory' in initial teacher training (ITT) Mentoring and Tutoring: Partnership in Learning, 11 (3), 245-261

Edwards, A. (2001) Researching pedagogy: a sociocultural agenda Pedagogy, Culture and Society, 9 (2), 161-186

Elliott, J., Battersby J.,  Boddington D.,  Brown K.,  Doherty P.,  Haydn T.,  Nardi E. and Shreeve A. *(2002) Working 'against the grain': a conversation piece from the academy about the experience of sustaining collaborative research with teachers Pedagogy, Culture and Society, 10 (2), 323–348

Burnett, C. (2006) Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative orientations Research Papers in Education, 21 (3), 315–333

Marshall, B. and Drummond M. J. (2006) How teachers engage with Assessment for Learning: lessons from the classroom Research Papers in Education, 21 (2), 133–149

Cove, M. (2006) Myth and substance: the concept of ‘recent relevant experience' in initial teacher education. Scottish Educational Review , 38 (2), 173-184

Hayes, D. (2001) Emotional preparation for teaching: a case study about trainee teachers in England . Teacher Development , 7 (2), 153-172

Smedley, S. and Pepperell S. (2000) No Man's Land: caring and male student primary teachers Teachers and Teaching, 6 (3), 259–277

Holden, C., and Hicks, D. (2007) Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education , 23 (1), 13-23

John, P. D. (2002) The teacher educator ' s experience: case studies of practical professional knowledge. Teaching and Teacher Education , 18 (3), 323-341

Maclellan, E. (2004). Initial knowledge states about assessment: novice teachers' conceptualisations. Teaching and Teacher Education , 20 (5), 523-535

Wood, E., and Bennett, N. (2000) Changing theories, changing practice: exploring early childhood teachers ' professional learning. Teaching and Teacher Education , 16 (5-6), 635-647

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