Teacher Education Group (TEG) Bibliography 2000-20006
(organised by author)
Atkinson, D. (2004) Theorising how student teachers form their identities in initial
teacher education British Educational Research Journal, 30 (3), 379 – 394
Avis, J. (2003) ‘Work-Based Knowledge, Evidence-Informed Practice And
Education,’ British Journal of Educational Studies, 51 (4), 369–389.
Avis, J., and Bathmaker, A. (2004). The Politics of Care: emotional labour and trainee
further education lecturers. Journal of Vocational Education and Training, 56
(1), 5-19.
Avis, J., and Bathmaker, A. (2006). From trainee to FE lecturer: trials and
tribulations. Journal of Vocational Education and Training, 58 (2), 171-189.
Bailey, B., and Robson, J. (2002). Changing teachers: a critical review of recent
policies affecting the professional training and qualifications of teachers in
schools, colleges and universities in England. Journal of Vocational Education
and Training, 54 (3), 325-342.
Barmby, P. (2006). Improving teacher recruitment and retention: the importance of
workload and pupil behaviour. Educational Research, 48 (3), 247-265.
Basit, T. N., Roberts L., McNamara O., Carrington B., Maguire M. and Woodrow
D. (2006) Did they jump or were they pushed? Reasons why minority ethnic
trainees withdraw from initial teacher training courses British Educational
Research Journal, 32 (3) , 387 – 410
Basit, T., and McNamara, O. (2004). Equal opportunities or affirmative action? The
induction of minority ethnic teachers. Journal of Education for Teaching, 30
(2), 97-116.
Bathmaker, A., and Avis, J. (2005). Is that ‘tingling feeling’ enough? Constructions of
teaching and learning in further education. Educational Review, 57 (1), 3-20.
Bathmaker, A.-M., and Avis, J. (2005). Becoming a lecturer in further education in
England: the construction of professional identity and the role of communities
of practice. Journal of Education for Teaching, 31 (1), 47-63.
Baumfield V. and Butterworth M. (2005) Developing and sustaining professional
dialogue about teaching and learning in schools Journal of In-Service
Education, 31 (2) , 297 – 312
Bird, M., Ding S., Hanson A., Leontovitsch A. and McCartney R. (2005) There is
nothing as practical as a good theory: an examination of the outcomes of a
'traditional' MA in education for educational professionals Journal of InService Education, 31 (3) 427 – 454
1
Black, P., Swann J. and William D. (2006) School pupils' beliefs about learning
Research Papers in Education, 21 (2) , 151 – 170
Black, P., McCormick R., James M. and Pedder D. (2006) Learning How to Learn
and Assessment for Learning: a theoretical inquiry Research Papers in
Education, 21 (2) , 119 – 132
Bolam, R. (2000) Emerging policy trends: some implications for continuing
professional development Journal of In-Service Education, 26 (2) , 267 - 280
Bottery, M. and Wright N. (2000) The directed profession: teachers and the state in
the third millennium Journal of In-Service Education, 26 (3) , 475 - 487
Boyle, W., White D. and Boyle T. (2004) A longitudinal study of teacher change:
what makes professional development effective? The Curriculum Journal. 15,
(1), 45-68.
Brain, K., Reid I. and Boyes L. C. (2006) Teachers as mediators between
educational policy and practice Educational Studies, 32 (4), pp. 411–423
Brisard, E. (2002). National visions of initial teacher education? The
conceptualisation of the initial preparation of secondary teachers in England,
France and Scotland. Scottish Educational Review, 34 (1), 51-60.
Brisard, E., Menter, I., and Smith, I. (2006). Discourses of partnership in initial
teacher education in Scotland: current configurations and tensions. European
Journal of Teacher Education, 29, 49-66.
Brookes, W. (2005) The Graduate Teacher Programme in England: mentor training,
quality assurance and the findings of inspection Journal of In-Service
Education, 31 (1) , 43 – 62
Brooks, V. (2006). A ‘quiet revolution’? The impact of Training Schools on initial
teacher training partnerships. Journal of Education for Teaching, 32 (4), 379394.
Brown, M. and Macatangay A. (2002)The Impact of Action Research for Professional
Development: case studies in two Manchester schools International Journal of
Research and Method in Education, 25 (1) , 35 – 45
Brown, T. and Roberts L. (2000) Memories are Made of This: temporality and
practitioner research British Educational Research Journal, 26 (5) , 649 –
659
Brown, K. (2001). Mentoring and the Retention of Newly Qualified Language
Teachers. Cambridge Journal of Education, 31 (1), 69-88.
Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher
education. Teaching and Teacher Education, 22 (6), 675-689.
2
Bubb, S. and Earley P. (2006) Induction rites and wrongs: the 'educational vandalism'
of new teachers' professional development Journal of In-Service Education,
32 (1) , 5 – 12
Bubb, S., Earley, P., and Totterdell, M. (2005). Accountability and responsibility:
'rogue' school leaders and the induction of new teachers in England. Oxford
Review of Education, 31 (2), 255-273.
Burn, K., Hagger H., Mutton T. and Everton T. (2003) The complex development of
student-teachers' thinking Teachers and Teaching, 9 (4) , 309 – 331
Burn, K. (2006). Promoting critical conversations: the distinctive contribution of
higher education as a partner in the professional preparation of new teachers.
Journal of Education for Teaching, 32 (3), 243-259.
Burn, K., Hagger, H., Mutton, T., and Everton, T. (2000). Beyond Concerns with
Self: the sophisticated thinking of beginning student teachers. Journal of
Education for Teaching, 26 (3), 259-279.
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
Burns, B. and Haydn T. * (2002) Engaging teachers in research: inspiration versus
the daily grind Pedagogy, Culture and Society, 10, (2) , 301 – 321
Burns, C. (2005) Tensions between National, School and Teacher Development
Needs: a survey of teachers' views about continuing professional development
within a group of rural primary schools Journal of In-Service Education, 31
(2), 353 – 372
Burton, N. (2000). Costing Initial Teacher Education: Do Institutions Cost their
Primary Provision. Higher Education Quarterly, 54 (3), 259-273.
Butcher, J. (2003). ‘Sink or swim’: learning to teach post-16 on an 11-18 Postgraduate
Certificate in Education. Teacher Development, 7 (1), 31-57.
Campbell, A. (2003) Teachers' Research and Professional Development in England:
some questions, s and concerns Journal of In-Service Education, 29 (3) , 375
- 388
Campbell, E. (2001) Let right be done: trying to put ethical standards into practice
Journal of Education Policy, 16 (5) , 395 – 411
Capel, S. (2001). Secondary students' development as teachers over the course of a
PGCE year. Educational Research, 43 (3), 247-261.
Carrington, B. (2002) A Quintessentially Feminine Domain? Student Teachers'
Constructions of Primary Teaching as a Career Educational Studies, 28 (3),
287-303.
3
Carrington, B., Bonnett A., Nayak A., Skelton C., Smith F., Tomlin R., Short G.
and Demaine J. (2000) The Recruitment of New Teachers from Minority
Ethnic Groups International Studies in Sociology of Education, 10 (1) , 3 22
Carrington, B., and Tomlin, R. (2000). Towards a more inclusive profession: teacher
recruitment and ethnicity. European Journal of Teacher Education, 23 (2),
139-157.
Caul, L., and McWilliams, S. (2002). Accountability in partnership or partnership in
accountability: initial teacher education in Northern Ireland. European Journal
of Teacher Education, 25 (2), 187-197.
Chamberlin, R., Wragg E., Haynes G. and Wragg C. (2002) Performance-related pay
and the teaching profession: a review of the literature Research Papers in
Education, 17 (1) , 31 – 49
Chambers, G., and Roper, T. (2000). Why Students Withdraw from Initial Teacher
Training. Journal of Education for Teaching, 26 (1), 25-44.
Child, A. J. and Merrill S. J. (2003) Professional mentors' perceptions of the
contribution of school/HEI partnerships to professional development and
school improvement Journal of In-Service Education, 29 (2) , 315 - 324
Christie, F., and Conlon, T. (2004). Effective partnership? Perceptions of PGCE
student teacher supervision. European Journal of Teacher Education, 27 (2),
109-123.
Clarke, H., Egan, B., Fletcher, L., and Ryan, C. (2006). Creating case studies of
practice through Appreciative Inquiry. Educational Action Research, 14 (3),
407 - 422.
Clarke, M., and Drudy, S. (2006). Teaching for diversity, social justice and global
awareness. European Journal of Teacher Education, 29 (3), 371-386.
Cope, P., and Stephen, C. (2001). A role for practising teachers in initial teacher
education. Teaching and Teacher Education, 17 (8), 913-924.
Counsell, C., Evans, M., McIntyre, D., and Raffan, J. (2000). The Usefulness of
Educational Research for Trainee Teachers' Learning. Oxford Review of
Education, 26 (3), 467-482.
Cove, M. (2006). Myth and substance: the concept of ‘recent relevant experience’ in
initial teacher education. Scottish Educational Review, 38 (2), 173-184.
Cullimore, S. (2006). Joined-up training: improving the partnership links between a
university PGCE (FE) course and its placement colleges. Research in PostCompulsory Education, 11 (3), 303-317.
4
Cunningham, B. (2004). Some have mentoring thrust upon them: the element of
choice in mentoring in a PCET environment. Research in Post-Compulsory
Education, 9 (2), 271-282.
Dallat, J., Moram, A., and Abbott, L. (2000). A collegial approach to learning and
teaching as the essence of school improvement. Teacher Development, 4 (2),
177-198.
Davies, R. and Preston M. (2002) An evaluation of the impact of continuing
professional development on personal and professional lives Journal of InService Education, 28 (2) , 231 - 254
Day, C. (2000) Teachers in the Twenty-first Century: time to renew the vision,
Teachers and Teaching, 6 (1) , 101 – 115
Day, C., Kington A., Stobart G. and Sammons P. (2006) The personal and
professional selves of teachers: stable and unstable identities British
Educational Research Journal, 32 (4) , 601 – 616
Day, C., Stobart G., Sammons P. and Kington A. (2006) Variations in the work and
lives of teachers: relative and relational effectiveness Teachers and Teaching,
12 (2) , 169 – 192
Day, C., and Leitch, R. (2001). Teachers’ and teacher educators’ lives: the role of
emotion. Teaching and Teacher Education, 17 (4), 403-415.
Day, C., Elliot, B., and Kington, A. (2005). Reform, standards and teacher identity:
Challenges of sustaining commitment. Teaching and Teacher Education, 21
(5), 563-577.
Dewhurst, Y., and McMurtry, D. (2006). The effectiveness of school placements in
facilitating student teacher learning and professional development. Scottish
Educational Review, 38 (2), 158-172.
Ditchfield, C. (2002) Implications of the different age-related experiences of student
teachers while on school placement Research in Education 67, 70-78
Draper J., O'Brien J. and Christie F. (2004) First Impressions: the new teacher
induction arrangements in Scotland Journal of In-Service Education, 30 (2) ,
201 - 224
Draper, J., and Sharp, S. (2006). Continuity or change? The initial impact of the postMcCrone agreement. Scottish Educational Review, 37 (Special Edition:
Teacher Education and Professional Development), 100-112.
Drudy, S. (2006). Gender differences in entrance patterns and awards in initial teacher
education. Irish Educational Studies, 25 (3), 259-273.
5
Dymoke, S., and Harrison, J. (2006). Professional development and the beginning
teacher: s of teacher autonomy and institutional conformity in the performance
review process. Journal of Education for Teaching, 32 (1), 71-93.
Eaton, P., Bell, I., Greenwood, J., and McCullough, J. (2006). Who is teaching your
child? The of unqualified subject specialists in Northern Ireland. Cambridge
Journal of Education, 36 (4), 549-564.
Edwards, A. (2001) Researching pedagogy: a sociocultural agenda Pedagogy, Culture
and Society, 9 (2), 161 - 186
Edwards, A. and Protheroe L. (2003) Learning to See in Classrooms: what are student
teachers learning about teaching and learning while learning to teach in
schools? British Educational Research Journal, 29, (2), 227 - 242
Edwards, R. and Nicoll K. (2006) Expertise, competence and reflection in the rhetoric
of professional development British Educational Research Journal, 32 (1),
115 - 131
Edwards, A., and D'arcy, C. (2004). Relational agency and disposition in sociocultural
accounts of learning to teach. Educational Review, 56 (2), 147-155.
Edwards, A., and Protheroe, L. (2004). Teaching by proxy: understanding how
mentors are positioned in partnerships. Oxford Review of Education, 30 (2),
183-197.
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
Elmer, R. (2002). Learning from a shift of context?: student teachers on non-school
placements. European Journal of Teacher Education, 25 (2), 239-250.
Erben, M. (2000) Ethics, Education, Narrative Communication and Biography
Educational Studies, 26 (3), 379-390.
Evans, L. (2002). What is Teacher Development? Oxford Review of Education, 28
(1), 123-138.
Evans, R. (2002). Ethnography of teacher training: mantras for those constructed as
‘other’. Disability and Society, 17 (1), 35-48.
Field, K. and Philpott C. (2000) The impact of hosting student teachers on school
effectiveness and school improvement Journal of In-Service Education, 26
(1), 115 - 137
Findlay, K. (2006) Context and learning factors in the development of teacher
identity: a case study of newly qualified teachers during their induction year
Journal of In-Service Education, 32 (4) , 511 - 532
6
Flecknoe, M. (2002). Measuring the impact of teacher professional development: can
it be done? European Journal of Teacher Education, 25 (2), 119-134.
Flesch, G. (2005). Mentoring the non-coping teacher: a preliminary study. Journal of
Education for Teaching, 31 (2), 69-87.
Foster, T. and Newman E. (2005) Just a knock back? Identity bruising on the route to
becoming a male primary school teacher Teachers and Teaching, 11 (4) , 341
– 358
Friedman, A. and Phillips M. (2004) Continuing professional development:
developing a vision Journal of Education and Work, 17 (3) , 361 – 376
Fuller A., Hodkinson H., Hodkinson P. and Unwin L. (2005) Learning as peripheral
participation in communities of practice: a reassessment of key concepts in
workplace learning British Educational Research Journal, 31 (1) , 49 - 68
Furlong, J. and Salisbury J. (2005) Best practice research scholarships: An evaluation
Research Papers in Education, 20, (1) , 45 – 83
Furlong, J. (2005). New Labour and teacher education: the end of an era. Oxford
Review of Education, 31 (1), 119-134.
Furlong, J., Campbell, A., Howson, J., Lewis, S., and McNamara, O. (2006).
Partnership in English Teacher Education: Changing Times, Changing
Definitions. Evidence from the TTA National Partnership Project. Scottish
Educational Review, 37 (Special Edition: Teacher Education and Professional
Development), 32-45.
Geen, A., Bassett P. and Douglas L. (2001) Preparing Student Teachers to Assess
Pupils' Achievements International Journal of Research and Method in
Education, , 24 (1) , 35 – 43
Gleeson, D., Davies, J., and Wheeler, E. (2005). On the making and taking of
professionalism in the further education workplace. British Journal of
Sociology of Education, 26 (4), 445-460.
Grainger, T., Barnes, J., and Scoffham, S. (2004). A creative cocktail: creative
teaching in initial teacher education. Journal of Education for Teaching, 30
(3), 243-254.
Gutteridge D. (2002) Engaging teachers in research: a case study Pedagogy, Culture
and Society, 10 (2) , 293 - 300
Hagger, H., and McIntyre, D. (2000). What can research tell us about teacher
education? Oxford Review of Education, 26 (3-4), 483-494.
Halliday, J. (2002) Researching Values in Education British Educational Research
Journal, 28 (1) , 49 - 62
7
Halstead, V. (2003). Teacher education in England: analysing change through
scenario thinking. European Journal of Teacher Education, 26 (1), 63-75.
Halton, M. J. (2004). Putting professional development into action by putting action
into professional development in second level schools in Ireland? Educational
Action Research, 12 (1), 127 - 144.
Hamilton, D. (2002) “'Noisy, Fallible And Biased Though It Be' (On The Vagaries Of
Educational Research)” British Journal of Educational Studies, 50 (1), 144–
164.
Hammond, M. (2001). ‘One Up’: a case study exploring new information and
communications technology teachers' satisfaction and development in their
first year of teaching. Teacher Development, 5 (3), 339-356.
Hankey, J. (2004). The good, the bad and other considerations: reflections on
mentoring trainee teachers in post-compulsory education. Research in PostCompulsory Education, 9 (3), 389-400.
Harkin, J. (2005). Fragments stored against my ruin: the place of educational theory in
the professional development of teachers in further education. Journal of
Vocational Education and Training, 57 (2), 165-179.
Harris, A., Day, C., Goodall, J., Lindsay, G., and Muijs, D. (2006). What difference
does it make? Evaluating the impact of continuing professional development
in schools. Scottish Educational Review, 37 (Special Edition: Teacher
Education and Professional Development), 90-98.
Harrison, J. K. (2002) The induction of newly qualified teachers in secondary schools
Journal of In-Service Education, 28 (2) , 255 - 276
Harrison, J., Lawson T. and Wortley A. (2005) Action Research and the Professional
Development of Induction Tutors: some unforeseen impacts and pitfalls. What
Do We Learn? Journal of In-Service Education, 31 (1) , 83 - 104
Harrison, J. (2006). An examination of the language and interpretations of 'Standard
one' for initial teacher training in England: professional values and practice outcomes or opportunities? European Journal of Teacher Education, 29 (4),
431-454.
Harrison, J., Dymoke, S., and Pell, T. (2006). Mentoring beginning teachers in
secondary schools: An analysis of practice. Teaching and Teacher Education,
22 (8), 1055-1067.
Harrison, J., Lawson, T., and Wortley, A. (2005). Facilitating professional learning of
new teachers through critical reflection on practice during mentoring
meetings. European Journal of Teacher Education, 28 (3), 267-292.
8
Hartley, D. (2000) Shoring up the pillars of modernity: teacher education and the
quest for certainty International Studies in Sociology of Education, 10 (2) ,
113 – 131
Hartley, D. (2004) Management, leadership and the emotional order of the school
Journal of Education Policy, 19 (5) , 583 – 594
Hartley, D. (2002). Global Influences on Teacher Education in Scotland. Journal of
Education for Teaching, 28 (3), 251-256.
Haworth, A. (2002). Literacy Tests for Trainee Teachers: shadows across the
secondary classroom? Cambridge Journal of Education, 32 (3), 289-302.
Hayes, D. (2001) The Impact of Mentoring and Tutoring on Student Primary
Teachers' Achievements: a case study Mentoring and Tutoring: Partnership in
Learning, 9 (1) , 5 - 21
Hayes, D. (2001). Emotional preparation for teaching: a case study about trainee
teachers in England. Teacher Development, 7 (2), 153-172.
Heaney, S. (2001) Experience of Induction in One Local Education Authority
Mentoring and Tutoring: Partnership in Learning, 9 (3), 241 - 254
Hextall, I. and Mahony P. (2000) Consultation and the Management of Consent:
Standards for Qualified Teacher Status British Educational Research Journal,
26 (3) , 323 - 342
Hextall, I., Mahony, P., and Menter, I. (2001). Just Testing? An analysis of the
implementation of 'skills tests' for entry into the teaching profession in
England. Journal of Education for Teaching, 27 (3), 221-240.
Hey, V. and Bradford S. (2004) The return of the repressed?: the gender politics of
emergent forms of professionalism in education Journal of Education Policy,
19 (6) , 691 - 713
Hobson, A. J. (2002) Student Teachers' Perceptions of School-based Mentoring in
Initial Teacher Training (ITT) Mentoring and Tutoring: Partnership in
Learning, 10 (1) , 5 - 20
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
Hobson, A., Malderez, A., Tracey, L., and Pell, G. (2006). Pathways and stepping
stones: student teachers' preconceptions and concerns about initial teacher
preparation in England. Scottish Educational Review, 37 (Special Edition:
Teacher Education and Professional Development), 59-78.
Hodkinson, A. (2006) Career Entry Development Profiles and the statutory induction
arrangements in England: a model of effective practice for the professional
9
development of newly qualified teachers? Journal of In-Service Education, 32
(3) , 287 - 300
Hodkinson, H. and Hodkinson P. (2005) Improving schoolteachers' workplace
learning Research Papers in Education, 20 (2) , 109 - 131
Hodkinson, P. and Hodkinson H. (2004) The significance of individuals' dispositions
in workplace learning: a case study of two teachers Journal of Education and
Work, 17 (2) , 167 – 182
Howes, A., Booth T., Dyson A. and Frankham J. (2005) Teacher learning and the
development of inclusive practices and policies: framing and context Research
Papers in Education, 20 (2) , 133 – 148
Humphreys M. and Hyland T. (2002) Theory, Practice and Performance in Teaching:
professionalism, intuition, and jazz Educational Studies, 28, (1), pp. 5-15.
James, M. and Brown S. (2005) Grasping the TLRP nettle: preliminary analysis and
some enduring s surrounding the improvement of learning outcomes The
Curriculum Journal , 16 (1), pp. 7 – 30
James, M., Black P., McCormick R., Pedder D. and Wiliam D. * (2006) Learning
How to Learn, in Classrooms, Schools and Networks: aims, design and
analysis Research Papers in Education, 21 (2) , 101 – 118
Jarvis, J. and Woodrow D. (2005) Reasons for choosing a teacher training course
Research in Education 73, 29-35
Jeffrey, B. (2002) Performativity and primary teacher relations Journal of Education
Policy, 17 (5) , 531 - 546
John, P. D. (2001) Winning and Losing: a case study of university tutor-student
teacher interaction during a school-based practicum Mentoring and Tutoring:
Partnership in Learning, 9 (2) , 153 - 168
John, P. D. (2002). The teacher educator's experience: case studies of practical
professional knowledge. Teaching and Teacher Education, 18 (3), 323-341.
John, P. D. (2006). Lesson Planning and the student teacher: re-thinking the dominant
model. Journal of Curriculum Studies, 38 (4), 483-498.
Jones, C., Bubb S., Totterdell M. and Heilbronn R. (2002) Reassessing Variability of
Induction for Newly Qualified Teachers: statutory policy and schools'
provision Journal of In-Service Education, 28 (3) , 495 – 508
Jones, M. (2002) Qualified to Become Good Teachers: a case study of ten newly
qualified teachers during their year of induction Journal of In-Service
Education, 28 (3) , 509 - 526
10
Jones, M. (2005) Fitting in, feeling excluded or opting out? an investigation into the
socialisation process of newcomers to the teaching profession in secondary
schools in England Journal of In-Service Education, 31 (3) , 509 - 526
Jones, M. (2001). Mentors' Perceptions of Their Roles in School-based Teacher
Training in England and Germany. Journal of Education for Teaching, 27 (1),
75-95.
Jones, M. (2003). Reconciling personal and professional values and beliefs with the
reality of teaching: findings from an evaluative case study of 10 newly
qualified teachers during their year of induction. Teacher Development, 7 (3),
385-402.
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), 165185.
Kearns, H. (2003) University Accreditation of Professional Development in Schools:
can professional development serve two masters? Journal of In-Service
Education, 29 (1) , 11 – 30
Kearns, H., and Shevlin, M. (2006). Initial teacher preparation for special educational
needs: policy and practice in the North and South of Ireland. Teacher
Development, 10 (1), 25-42.
Kennedy, A. (2005) Models of Continuing Professional Development: a framework
for analysis Journal of In-Service Education, 31 (2) , 235 - 250
Killeavy, M. (2001). Teacher education in Ireland: the induction and continuing
professional development of primary teachers. European Journal of Teacher
Education, 24 (2), 115-132.
Kirkwood, M. and Christie D. (2006) ‘The Role Of Teacher Research In Continuing
Professional Development,’ British Journal of Educational Studies, 54 (4),
429–448.
Knight, P. (2002). A systemic approach to professional development: learning as
practice. Teaching and Teacher Education, 18 (3), 229-241.
Kyriacou, C. and O'Connor A. (2003) Primary newly qualified teachers' experience of
the induction year in its first year of implementation in England Journal of InService Education, 29 (2) , 185 - 200
Kyriacou, K. (2001). Teacher Stress: directions for future research. Educational
Review, 53 (1), 27-35.
Kyriacou, K., Kunc, R., Stephens, P., and Hultgren, A. (2003). Student Teachers'
Expectations of Teaching as a Career in England and Norway. Educational
Review, 55 (3), 255-263.
11
Lawson, T., Harrison, J., and Cavendish, S. (2004). Individual Action Planning: a
case of self-surveillance? British Journal of Sociology of Education, 25 (1),
81-94.
Leat, D., Lofthouse R. and Taverner S. (2006) The road taken: professional pathways
in innovative curriculum development Teachers and Teaching, 12 (6) , 657 674
Leavy, A. (2005). ‘When I meet them I talk to them’: the challenges of diversity for
pre-service teacher education. Irish Educational Studies, 24 (2-3), 159-177.
Leitch, R. and Day C. (2001) Reflective Processes in Action: mapping personal and
professional contexts for learning and change Journal of In-Service Education,
27 (2) , 237 - 260
Liu, Y., and Fisher, L. (2006). The development patterns of modern foreign language
student teachers' conceptions of self and their explanations about change: three
cases. Teacher Development, 10 (3), 343-360.
Livingston, K., and Roberston, J. (2001). The coherent system and the empowered
individual: continuing professional development for teachers in Scotland.
European Journal of Teacher Education, 24 (2), 183-194.
Lucas, N. (2002). The introduction of National Standards and Compulsory Teacher
Education for Further Education College Teachers in England: s and
challenges. Teacher Development, 6 (3), 459-476.
Lunn, P. and Bishop A. (2003) 'To Touch a Life Forever': a discourse on trainee
teachers' perceptions of what it means to be an effective teacher in the primary
school Educational Studies, 29 (2/3), pp.195-206.
Lyle, S. (2003) An investigation into the impact of a continuing professional
development programme designed to support the development of teachers as
researchers in South Wales Journal of In-Service Education, 29 (2) , 295 314
Macdonald, A. (2004) Collegiate or compliant? Primary teachers in post-McCrone
Scotland British Educational Research Journal, 30 (3) , 413 – 433
Maclellan, E. (2004). Initial knowledge states about assessment: novice teachers’
conceptualisations. Teaching and Teacher Education, 20 (5), 523-535.
Maclellan, E., and Soden, R. (2005). Expertise, Expert Teaching and Experienced
Teachers' Knowledge of Learning Theory. Scottish Educational Review, 35
(2), 110-120.
MacLeod, D. M. and Cowieson A. R. (2001) Discovering Credit Where Credit is Due:
using autobiographical writing as a tool for voicing growth Teachers and
Teaching, 7 (3) , 239 – 256
12
Maguire, M. (2000) The state regulation of United Kingdom teacher education in the
nineteenth century: the interplay of 'value' and 'sense' International Studies in
Sociology of Education, 10 (3) , 227 – 242
Maguire, M. (2001) The cultural formation of teachers' class consciousness: teachers
in the inner city Journal of Education Policy, 16 (4) , 315 - 331
Maguire, M. (2001). Bullying and the Postgraduate Secondary School Trainee
Teacher: an English case study. Journal of Education for Teaching, 27 (1), 95110.
Mahony, P., Hextall I. and Menter I. (2002) Threshold assessment: another
peculiarity of the English or more McDonaldisation? International Studies in
Sociology of Education, 12 (2) , 145 - 168
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
Martin, M. and Rippon J. (2005) Everything is fine: the experience of teacher
induction Journal of In-Service Education, 31 (3) , 527 - 544
Martin, M. (2005). Reflection in teacher education: how can it be supported?
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