|
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
|
|
