Teacher Education Group (TEG) Bibliography 2000-20006
(organised by author)
British Educational Research Journal
Atkinson D. (2004) Theorising how student teachers form their identities in initial
teacher education British Educational Research Journal, Volume 30, Issue
3, pages 379 – 394
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, Volume 32, Issue 3 , pages 387 - 410
Brown T. and Roberts L. (2000) Memories are Made of This: temporality and
practitioner research British Educational Research Journal, Volume 26,
Issue 5 , pages 649 - 659
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, Volume 32, Issue 4 , pages 601 – 616
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, Volume 29, Issue 2 ,
pages 227 - 242
Edwards R. and Nicoll K. (2006) Expertise, competence and reflection in the
rhetoric of professional development British Educational Research Journal,
Volume 32, Issue 1 , pages 115 - 131
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,
Volume 31, Issue 1 , pages 49 - 68
Halliday J. (2002) Researching Values in Education British Educational
Research Journal, Volume 28, Issue 1 , pages 49 - 62
Hextall I. and Mahony P. (2000) Consultation and the Management of Consent:
Standards for Qualified Teacher Status British Educational Research
Journal, Volume 26, Issue 3 , pages 323 – 342
Macdonald A. (2004) Collegiate or compliant? Primary teachers in post-McCrone
Scotland British Educational Research Journal, Volume 30, Issue 3 , pages
413 – 433
1
Moore A., Edwards G., Halpin D. and George R. (2002) Compliance, Resistance
and Pragmatism: the (re)construction of schoolteacher identities in a period
of intensive educational reform British Educational Research Journal,
Volume 28, Issue 4 , pages 551 – 565
Taber K. S. (2002) 'Intense, but it's all worth it in the end': the colearner's
experience of the research process British Educational Research Journal,
Volume 28, Issue 3 , pages 435 – 457
Wallace S. (2002) No Good Surprises: intending lecturers' preconceptions and
initial experiences of further education: British Educational Research
Journal, Volume 28, Issue 1 , pages 79 – 93
British Journal of Educational Studies
Avis J. (2003) ‘Work-Based Knowledge, Evidence-Informed Practice And
Education,’ British Journal of Educational Studies, 51 (4), 369–389.
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.
Kirkwood M. and Christie D. (2006) ‘The Role Of Teacher Research In
Continuing Professional Development,’ British Journal of Educational
Studies, 54 (4), 429–448.
Weir D. (2001) ‘A New Parliament Reviews The General Teaching Council For
Scotland’, British Journal of Educational Studies, 49 (1), 71–86.
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.
British Journal of Sociology of Education
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, 445-460.
Lawson, T., Harrison, J., and Cavendish, S. (2004). Individual Action Planning: a
case of self-surveillance? British Journal of Sociology of Education, 25, 8194.
2
Raffo, C., and Hall, D. (2006). Transitions to becoming a teacher on an initial
teacher education and training programme. British Journal of Sociology of
Education, 27, 53 - 66.
Troman, G. (2000). Teacher Stress in the Low-Trust Society. British Journal of
Sociology of Education, 21, 331 - 353.
Troman, G. (2003). Coping Collectively: the formation of a teacher self-help
group. British Journal of Sociology of Education, 24, 145 - 157.
Woods, P., and Jeffrey, B. (2002). The Reconstruction of Primary
Teachersandapos; Identities. British Journal of Sociology of Education, 23,
89 - 106.
Cambridge Journal of Education
Brown, K. (2001). Mentoring and the Retention of Newly Qualified Language
Teachers. Cambridge Journal of Education, 31 (1), 69-88.
Eaton, P., Bell, I., Greenwood, J., and McCullough, J. (2006). Who is teaching
your child? The issue of unqualified subject specialists in Northern Ireland.
Cambridge Journal of Education, 36 (4), 549-564.
Haworth, A. (2002). Literacy Tests for Trainee Teachers: shadows across the
secondary classroom? Cambridge Journal of Education, 32 (3), 289-302.
Maynard, T. (2001). The Student Teacher and the School Community of Practice:
a consideration of 'learning as participation'. Cambridge Journal of
Education, 31 (1), 39-52.
Pendry, A., and Husbands, C. (2000). Research and Practice in History Teacher
Education. Cambridge Journal of Education, 30 (3), 321-334.
See, B. H., Gorard, S., and White, P. (2004). Teacher demand: crisis what crisis?
Cambridge Journal of Education, 34 (1), 103-123.
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.
Williams, A., and Soares, A. (2002). Sharing Roles and Responsibilities in Initial
Teacher Training: perceptions of some key players. Cambridge Journal of
Education, 32 (1), 91-107.
Curriculum Journal
Boyle W., While D. and Boyle T. (2004) A longitudinal study of teacher change:
what makes professional development effective? The Curriculum Journal,
Vol. 15, No. 1, pp. 45-68.
3
James M. and Brown S. (2005) Grasping the TLRP nettle: preliminary analysis
and some enduring issues surrounding the improvement of learning
outcomes The Curriculum Journal Vol. 16, No. 1, pp. 7 – 30
Disability and Society
Evans, R. (2002). Ethnography of teacher training: mantras for those constructed
as 'other'. Disability and Society, 17 (1), 35-48.
Educational Action Research
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.
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.
Martin, M. (2005). Reflection in teacher education: how can it be supported?
Educational Action Research, 13 (4), 525 - 542.
Smith, J. D. N. (2004). Developing paired teaching placements. Educational
Action Research, 12 (1), 99 - 126.
Educational Philosophy and Theory
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.
Educational Research
Barmby, P. (2006). Improving teacher recruitment and retention: the importance
of workload and pupil behaviour. Educational Research, 48 (3), 247-265.
Capel, S. (2001). Secondary students' development as teachers over the course of
a PGCE year. Educational Research, 43 (3), 247-261.
Spindler, J., and Biott, C. (2000). Target setting in the induction of newly
qualified teachers: emerging colleagueship in a context of performance
management. Educational Research, 42 (3), 275-285.
4
Educational Review
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.
Edwards, A., and D'arcy, C. (2004). Relational agency and disposition in
sociocultural accounts of learning to teach. Educational Review, 56 (2), 147155.
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 (5), 255-263.
Skelton, C. (2003). Male Primary Teachers and Perceptions of Masculinity.
Educational Review, 55 (2), 195-209.
Smith, P. (2001). Mentors as Gate-Keepers: an exploration of professional
formation. Educational Review, 53 (3), 313-324.
Twiselton, S. (2004). The role of teacher identities in learning to teach primary
literacy. Educational Review, 56 (2), 157-164.
Educational Studies
Brain K., Reid I. and Boyes L. C. (2006) Teachers as mediators between
educational policy and practice Educational Studies,Vol. 32, No. 4, pp.
411–423
Carrington B. (2002) A Quintessentially Feminine Domain? Student Teachers'
Constructions of Primary Teaching as a Career Educational Studies, Vol. 28,
No. 3, pp. 287-303.
Erben M. (2000) Ethics, Education, Narrative Communication and Biography
Educational Studies, Vol. 26, No. 3, pp. 379-390.
Humphreys M. and Hyland T. (2002) Theory, Practice and Performance in
Teaching: professionalism, intuition, and jazz Educational Studies, Vol. 28,
No. 1, pp. 5-15.
5
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, Vol. 29, No. 2/3, pp.195-206.
Williams A. (2003) Informal Learning in the Workplace: a case study of new
teachers Educational Studies, Vol. 29, No. 2/3, pp. 207-219.
European Journal of Teacher Education
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 (1), 49-66.
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.
Christie, F., and Conlon, T. (2004). Effective partnership? Perceptions of PGCE
student teacher supervision. European Journal of Teacher Education, 27 (2),
109-123.
Clarke, M., and Drudy, S. (2006). Teaching for diversity, social justice and global
awareness. European Journal of Teacher Education, 29 (3), 371-386.
Elmer, R. (2002). Learning from a shift of context?: student teachers on nonschool placements. European Journal of Teacher Education, 25 (2), 239250.
Flecknoe, M. (2002). Measuring the impact of teacher professional development:
can it be done? European Journal of Teacher Education, 25 (2), 119-134.
Halstead, V. (2003). Teacher education in England: analysing change through
scenario thinking. European Journal of Teacher Education, 26 (1), 63-75.
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., Lawson, T., and Wortley, A. (2005). Facilitating professional
learning of new teachers through critial reflection on practice during
6
mentoring meetings. European Journal of Teacher Education, 28 (3), 267292.
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.
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.
McWilliams, S., Cannon, P., Farrar, M., Tubbert, B., Connolly, C., and McSorley,
F. (2006). Comparison and evaluation of aspects of teacher education in
Northern Ireland and the Republic of Ireland. European Journal of Teacher
Education, 29 (1), 67-79.
Menter, I., Hartshorn, B., Hextall, I., Howell, I., and Smyth, G. (2006). Widening
access to the teaching profession: perspectives from Scotland. European
Journal of Teacher Education, 29 (3), 341-356.
Murray, J. (2005). Re-addressing the priorities: new teacher educators and
induction in higher education. European Journal of Teacher Education, 28
(1), 67-85.
Riddock, B., and English, E. (2006). Meeting the standards? Dyslexic students
and the selection process for initial teacher training. European Journal of
Teacher Education, 29 (2), 203-222.
Siberry, L., and Kearns, H. (2005). An intercultural approach to challenging issues
in Norhern Ireland teacher education. European Journal of Teacher
Education, 28 (3), 259-266.
Turner, S., & Turner, T. (2000). Who succeeds? A case study of science graduates
following postgraduate certificate in education (secondary) courses.
European Journal of Teacher Education, 23 (2), 159-174.
Younger, M., Brindley, S., Pedder, D., and Hagger, H. (2004). Starting points:
student teachers’ reasons for becoming teachers and their preconceptions of
what this will mean. European Journal of Educational Research, 27 (3),
245-264.
Higher Education Quarterly
Burton, N. (2000). Costing Initial Teacher Education: Do Institutions Cost their
Primary Provision. Higher Education Quarterly, 54 (3), 259-273.
7
International Journal of Research and Method in Education
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, Volume 25,
Issue 1 , pages 35 – 45
Geen A., Bassett P. and Douglas L. (2001) Preparing Student Teachers to Assess
Pupils' Achievements International Journal of Research and Method in
Education, , Volume 24, Issue 1 , pages 35 – 43
Quintrell M. and Maguire M. (2000) Older and Wiser, or Just at the End of the
Line? The Perceptions of Mature Trainee Teachers International Journal of
Research and Method in Education, Volume 23, Issue 1 , pages 19 – 30
Scott-Baumann A. (2006) Ethics, Ricoeur and philosophy: ethical teacher
workshops International Journal of Research and Method in Education,
Volume 29, Issue 1 , pages 55 – 70
Sikes P. (2006) On dodgy ground? Problematics and ethics in educational research
International Journal of Research and Method in Education, Volume 29,
Issue 1 , pages 105 – 117
Sinkinson A. (2005) Aspects of consistency and inconsistency in secondary
humanities PGCE courses with 'perfect' Ofsted grades International Journal
of Research and Method in Education, , Volume 28, Issue 1 , pages 33 – 54
Wilkins C. (2001) Student Teachers and Attitudes towards 'Race': the role of
citizenship education in addressing racism through the curriculum
International Journal of Research and Method in Education, , Volume 24,
Issue 1 , pages 7 – 21
International Studies in Sociology of Education
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, Volume 10,
Issue 1 , pages 3 – 22
Hartley D. (2000) Shoring up the pillars of modernity: teacher education and the
quest for certainty International Studies in Sociology of Education, Volume
10, Issue 2 , pages 113 – 131
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, Volume 10, Issue 3 , pages 227 – 242
8
Mahony P., Hextall I. and Menter I. (2002) Threshold assessment: another
peculiarity of the english or more McDonaldisation? International Studies
in Sociology of Education, Volume 12, Issue 2 , pages 145 - 168
McDougall J., Walker S. and Kendall A. (2006) Shaping up? Three acts of
education studies as textual critique International Studies in Sociology of
Education, Volume 16, Issue 2 , pages 159 – 173
Nixon J., Cope P., McNally J., Rodrigues S. and Stephen C. (2000) Universitybased initial teacher education: institutional re-positioning and professional
renewal International Studies in Sociology of Education, Volume 10,
Issue 3 , pages 243 – 261
Pollard A. (2005) Explorations in teaching and learning: a biographical narrative
and some enduring issues International Studies in Sociology of Education,
Volume 15, Issue 1 , pages 87 - 106
Winter C. (2000) The state steers by remote control: standardising teacher
education International Studies in Sociology of Education, Volume 10, Issue
2, pages 153 – 175
Irish Educational Studies
Drudy, S. (2006). Gender differences in entrance patterns and awards in initial
teacher education. Irish Educational Studies, 25 (3), 259-273.
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), 159177.
Journal of Curriculum Studies
John, P. D. (2006). Lesson Planning and the student teacher: re-thinking the
dominant model. Journal of Curriculum Studies, 38 (4), 483-498.
Wood, K. (2000). The experience of learning to teach: changing student teachers'
ways of understanding teaching. Journal of Curriculum Studies, 32 (1), 7593.
Journal of Education and Work
Friedman A. and Phillips M. (2004) Continuing professional development:
developing a vision Journal of Education and Work, Volume 17, Issue 3 ,
pages 361 – 376
9
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, Volume 17, Issue 2 , pages 167 – 182
Journal of Education for Teaching
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.-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.
Brooks, V. (2006). A 'quiet revolution'? The impact of Training Schools on initial
teacher training partnerships. Journal of Education for Teaching, 32 (4),
379-394.
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.
Chambers, G., and Roper, T. (2000). Why Students Withdraw from Initial
Teacher Training. Journal of Education for Teaching, 26 (1), 25-44.
Dymoke, S., and Harrison, J. (2006). Professional development and the beginning
teacher: issues of teacher autonomy and institutional conformity in the
performance review process. Journal of Education for Teaching, 32 (1), 7193.
Flesch, G. (2005). Mentoring the non-coping teacher: a preliminary study. Journal
of Education for Teaching, 31 (2), 69-87.
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.
10
Hartley, D. (2002). Global Influences on Teacher Education in Scotland. Journal
of Education for Teaching, 28 (3), 251-256.
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.
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., 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.
Maguire, M. (2001). Bullying and the Postgraduate Secondary School Trainee
Teacher: an English case study. Journal of Education for Teaching, 27 (1),
95-110.
McNally, J. (2002). Developments in Teacher Induction in Scotland and
Implications for the Role of Higher Education. Journal of Education for
Teaching, 28 (2), 149-165.
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.
Morrison, L., and Pitfield, M. (2006). Flexibility in initial teacher education:
implications for pedagogy and practice. Journal of Education for Teaching,
32 (2), 185-196.
Priyadharshini, E., and Robinson-Pant, A. (2003). The Attractions of Teaching: an
investigation into why people change careers to teach. Journal of Education
for Teaching, 29 (2), 95-113.
Smethem, L., and Adey, K. (2005). Some effects of statutory induction on the
professional development of newly qualified teachers: a comparative study
of pre- and post-induction experiences. Journal of Education for Teaching,
31 (3), 187-201.
11
Smith, I., Brisard, E., and Menter, I. (2006). Models of partnership developments
in initial teacher education in the four components of the United Kingdom:
recent trends and challenges. Journal of Education for Teaching, 32 (2),
147-164.
Whitehead, J., and Fitzgerald, B. (2006). Professional learning through a
generative approach to mentoring: lessons from a Training School
partnership and their wider implications. Journal of Education for Teaching,
32 (1), 37-53.
Williams, A., Prestage, S., and Bedward, J. (2001). Individualism to
Collaboration: the significance of teacher culture to the induction of newly
qualified teachers. Journal of Education for Teaching, 27 (3), 253-268.
Williams, A., and Soares, A. (2000). The Role of Higher Education in the Initial
Training of Secondary School Teachers: the views of the key participants.
Journal of Education for Teaching, 26 (3), 225-245.
Williams, M., and Watson, A. (2004). Post-lesson debriefing: delayed or
immediate? An investigation of student teacher talk. Journal of Education
for Teaching, 30 (2), 85-97.
Journal of Education Policy
Campbell E. (2001) Let right be done: trying to put ethical standards into practice
Journal of Education Policy, Volume 16, Issue 5 , pages 395 – 411
Hartley D. (2004) Management, leadership and the emotional order of the school
Journal of Education Policy, Volume 19, Issue 5 , pages 583 – 594
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, Volume 19, Issue 6 , pages 691 - 713
Jeffrey B. (2002) Performativity and primary teacher relations Journal of
Education Policy, Volume 17, Issue 5 , pages 531 - 546
Maguire M. (2001) The cultural formation of teachers' class consciousness:
teachers in the inner city Journal of Education Policy, Volume 16, Issue 4 ,
pages 315 - 331
Menter I., Mahony P. and Hextall I. (2004) Ne'er the twain shall meet?:
modernizing the teaching profession in Scotland and England Journal of
Education Policy, Volume 19, Issue 2 , pages 195 - 214
12
Purdon A. (2003) A national framework of CPD: continuing professional
development or continuing policy dominance? Journal of Education Policy,
Volume 18, Issue 4 , pages 423 – 437
Tickle L. (2000) Teacher probation resurrected: England 1999-2000 Journal of
Education Policy, Volume 15, Issue 6 , pages 701 – 713
Journal of In-Service Education
Baumfield V. and Butterworth M. (2005) Developing and sustaining professional
dialogue about teaching and learning in schools Journal of In-Service
Education, Volume 31, Issue 2 , pages 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, Volume 31, Issue 3 , pages 427 - 454
Bolam R. (2000) Emerging policy trends: some implications for continuing
professional development Journal of In-Service Education, Volume 26,
Issue 2 , pages 267 - 280
Bottery M. and Wright N. (2000) The directed profession: teachers and the state in
the third millennium Journal of In-Service Education, Volume 26, Issue 3 ,
pages 475 - 487
Brookes W. (2005) The Graduate Teacher Programme in England: mentor
training, quality assurance and the findings of inspection Journal of InService Education, Volume 31, Issue 1 , pages 43 - 62
Bubb S. and Earley P. (2006) Induction rites and wrongs: the 'educational
vandalism' of new teachers' professional development Journal of In-Service
Education, Volume 32, Issue 1 , pages 5 - 12
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, Volume 31, Issue 2 , pages 353 - 372
Campbell A. (2003) Teachers' Research and Professional Development in
England: some questions, issues and concerns Journal of In-Service
Education, Volume 29, Issue 3 , pages 375 - 388
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, Volume 29, Issue 2 ,
pages 315 - 324
13
Davies R. and Preston M. (2002) An evaluation of the impact of continuing
professional development on personal and professional lives Journal of InService Education, Volume 28, Issue 2 , pages 231 - 254
Draper J., O'brien J. and Christie F. (2004) First Impressions: the new teacher
induction arrangements in Scotland Journal of In-Service Education,
Volume 30, Issue 2 , pages 201 - 224
Field K. and Philpott C. (2000) The impact of hosting student teachers on school
effectiveness and school improvement Journal of In-Service Education,
Volume 26, Issue 1 , pages 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, Volume 32, Issue 4 , pages 511 - 532
Harrison J. K. (2002) The induction of newly qualified teachers in secondary
schools Journal of In-Service Education, Volume 28, Issue 2 , pages 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, Volume
31, Issue 1 , pages 83 - 104
Hodkinson A. (2006) Career Entry Development Profiles and the statutory
induction arrangements in England: a model of effective practice for the
professional development of newly qualified teachers? Journal of In-Service
Education, Volume 32, Issue 3 , pages 287 - 300
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, Volume 28, Issue 3 ,
pages 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, Volume 28, Issue 3 , pages 509 - 526
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, Volume 31,
Issue 3 , pages 509 - 526
14
Kearns H. (2003) University Accreditation of Professional Development in
Schools: can professional development serve two masters? Journal of InService Education, Volume 29, Issue 1 , pages 11 – 30
Kennedy A. (2005) Models of Continuing Professional Development: a
framework for analysis Journal of In-Service Education, Volume 31, Issue 2
, pages 235 - 250
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 In-Service Education, Volume 29, Issue 2 , pages 185 200
Leitch R. and Day C. (2001) Reflective Processes in Action: mapping personal
and professional contexts for learning and change Journal of In-Service
Education, Volume 27, Issue 2 , pages 237 - 260
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, Volume 29,
Issue 2 , pages 295 - 314
Martin M. and Rippon J. (2005) Everything is fine: the experience of teacher
induction Journal of In-Service Education, Volume 31, Issue 3 , pages 527 544
McLaughlin C. and Black-Hawkins K. (2004) A Schools-University Research
Partnership: understandings, models and complexities Journal of In-Service
Education, , Volume 30, Issue 2 , pages 265 - 284
Moyles J. and Adams S. (2000) A tale of the unexpected: practitioners'
expectations and children's play Journal of In-Service Education, Volume
26, Issue 2 , pages 349 - 369
Parkinson J. and Pritchard J. (2005) The Induction Experiences of Newly
Qualified Secondary Teachers in England and Wales Journal of In-Service
Education, Volume 31, Issue 1 , pages 63 - 82
Patrick F., Forde C. and McPhee A. (2003) Challenging the 'new professionalism':
from managerialism to pedagogy? Journal of In-Service Education, Volume
29, Issue 2 , pages 237 - 254
Powell E., Terrell I., Furey S. and Scott-Evans A. (2003) Teachers' perceptions
of the impact of CPD: an institutional case study ed Journal of In-Service
Education, Volume 29, Issue 3 , pages 389 - 404
Price A. and Willett J. (2006) Primary teachers' perceptions of the impact of
initial teacher training upon primary schools Journal of In-Service
Education, Volume 32, Issue 1 , pages 33 - 45
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Rhodes C. and Beneicke S. (2002) Coaching, mentoring and peer-networking:
challenges for the management of teacher professional development in
schools Journal of In-Service Education, Volume 28, Issue 2, pages 297 310
Rhodes C. and Houghton-Hill S. (2000) The Linkage of Continuing Professional
Development and the Classroom Experience of Pupils: barriers perceived by
senior managers in some secondary schools Journal of In-Service Education,
Volume 26, Issue 3 , pages 423 - 435
Rhodes C., Nevill A. and Allan J. (2005) How will this help me? evaluating an
accredited programme to enhance the early professional development of
newly qualified teachers Journal of In-Service Education, Volume 31, Issue
2 , pages 337 - 352
Robson S. (2006) Supporting children's thinking in the foundation stage:
practitioners' views on the role of initial training and continuing professional
development Journal of In-Service Education, Volume 32, Issue 3 , pages
341 - 357
Sugrue C. (2002) Irish teachers' experiences of professional learning: implications
for policy and practice Journal of In-Service Education, Volume 28, Issue 2
, pages 311 - 338
Thornton M. (2001) Men, Pre-service Training and the Implications for
Continuing Professional Development Journal of In-Service Education,
Volume 27, Issue 3 , pages 477 – 490
Turner C. (2006) Informal learning and its relevance to the early professional
development of teachers in secondary schools in England and Wales Journal
of In-Service Education, Volume 32, Issue 3 , pages 301 - 319
Whitty G. (2000) Teacher professionalism in new times Journal of In-Service
Education, Volume 26, Issue 2 , pages 281 - 295
Wilkins R. (2000) Practitioner research in LEA-directed INSET Journal of InService Education, Volume 26, Issue 1 , pages 99 – 113
Journal of Vocational Education and Training
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.
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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.
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.
Noel, P. (2006). The secret life of teacher educators: becoming a teacher educator
in the learning and skills sector. Journal of Vocational Education and
Training, 58 (2), 151-170.
Philpott, C. (2006). Transfer of learning between higher education institution and
school-based components of PGCE courses of initial teacher education.
Journal of Vocational Education and Training, 58 (3), 283-302.
Mentoring and Tutoring
Hayes D. (2001) The Impact of Mentoring and Tutoring on Student Primary
Teachers' Achievements: a case study Mentoring and Tutoring: Partnership
in Learning, Volume 9, Issue 1 , pages 5 - 21
Heaney S. (2001) Experience of Induction in One Local Education Authority
Mentoring and Tutoring: Partnership in Learning, Volume 9, Issue3, pages
241 - 254
Hobson A. J. (2002) Student Teachers' Perceptions of School-based Mentoring in
Initial Teacher Training (ITT) Mentoring and Tutoring: Partnership in
Learning, Volume 10, Issue 1 , pages 5 - 20
Hobson A. J. (2003) Student teachers' conceptions and evaluations of 'theory' in
initial teacher training (ITT) Mentoring and Tutoring: Partnership in
Learning, Volume 11, Issue 3 , pages 245 - 261
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, Volume 9, Issue 2 , pages 153 - 168
Maynard T. (2000) Learning to Teach or Learning to Manage Mentors?
Experiences of school-based teacher training Mentoring and Tutoring:
Partnership in Learning, Volume 8, Issue 1 , pages 17 - 30
O'Brien J. and Christie F. (2005) Characteristics of support for beginning teachers:
evidence from the new Teacher Induction Scheme in Scotland Mentoring
and Tutoring: Partnership in Learning, Volume 13, Issue 2, pages 189 - 203
17
Reid D. and Slinger P. (2006) A 'flexible' approach to initial teacher training:
challenges to mentors and tutors Mentoring and Tutoring: Partnership in
Learning, Volume 14, Issue 2 , pages 187 – 205
Rippon J. and Martin M. (2003) Supporting Induction: relationships count
Mentoring and Tutoring: Partnership in Learning, Volume 11, Issue 2 ,
pages 211 - 226
Smith E. M. (2000) The Role of the Tutor in Initial Teacher Education Mentoring
and Tutoring: Partnership in Learning, Volume 8, Issue 2 , pages 137 - 144
Smith J. D. N. (2002) The Development of Tandem Teaching Placements
Mentoring and Tutoring: Partnership in Learning, Volume 10, Issue 3 ,
pages 253 - 274
Smith J. D. N. (2005) Understanding the beliefs, concerns and priorities of trainee
teachers: a multi-disciplinary approach Mentoring and Tutoring:
Partnership in Learning, Volume 13, Issue 2 , pages 205 - 219
Smith M. E. and Reid D. (2000) Considering the Concept of the 'Collaborative
Model' of a Secondary Post Graduate Certificate in Education Course
Mentoring and Tutoring: Partnership in Learning, Volume 8, Issue 3 , pages
251 - 259
Williams A. and Prestage S. (2002) The Induction Tutor: mentor, manager or
both? Mentoring and Tutoring: Partnership in Learning, Volume 10, Issue 1
, pages 35 – 46
Oxford Review of Education
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.
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.
Edwards, A., and Protheroe, L. (2004). Teaching by proxy: understanding how
mentors are positioned in partnerships. Oxford Review of Education, 30 (2),
183-197.
Evans, L. (2002). What is Teacher Development? Oxford Review of Education, 28
(1), 123-138.
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Furlong, J. (2005). New Labour and teacher education: the end of an era. Oxford
Review of Education, 31 (1), 119-134.
Hagger, H., and McIntyre, D. (2000). What can research tell us about teacher
education? Oxford Review of Education, 26 (3-4), 483-494.
Pedagogy, Culture and Society
Burns B. and Haydn T. * (2002) Engaging teachers in research: inspiration versus
the daily grind Pedagogy, Culture and Society, Volume 10, Issue 2 , pages
301 - 321
Edwards A. (2001) Researching pedagogy: a sociocultural agenda Pedagogy,
Culture and Society, Volume 9, Issue 2 , pages 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, Volume 10, Issue 2 , pages
323 – 348
Gutteridge D. * (2002) Engaging teachers in research: a case study Pedagogy,
Culture and Society, Volume 10, Issue 2 , pages 293 - 300
Mcgregor J. (2003) Making Spaces: teacher workplace topologies Pedagogy,
Culture and Society, Volume 11, Issue 3 , pages 353 – 377
Paechter C. (2004) Metaphors of space in educational theory and practice
Pedagogy, Culture and Society Volume 12, Issue 3 , pages 449 – 466
Povey H. (2000) Critical epistemologies and gender issues in initial teacher
education Pedagogy, Culture and Society, Volume 8, Issue 2 , pages 219 231
Zamorski B. and Bulmer M. * (2002) Engaging teachers in research: teacher
engagement in research as professional development Pedagogy, Culture and
Society, Volume 10, Issue 2 , pages 279 – 291
Research in Education
Ditchfield C. Implications of the different age-related experiences of student
teachers while on school placement Research in Education Volume 67, May
2002, pp 70-78
Jarvis J. and Woodrow D. Reasons for choosing a teacher training course
Research in Education Volume 73, May 2005, pp 29-35
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Thornton M., Bricheno P. and Reid I. Students' reasons for wanting to teach in
primary school Research in Education Volume 67, May 2002, pp 33-43
Research in Post-Compulsory Education
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.
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.
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.
Research Papers in Education
Black P., Swann J. and Wiliam D. (2006) School pupils' beliefs about learning
Research Papers in Education, Volume 21, Issue 2 , pages 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, Volume 21, Issue 2 , pages 119 – 132
Burnett C. (2006) Constructions of professional knowledge among student and
practising primary teachers: paradigmatic and narrative orientations
Research Papers in Education, Volume 21, Issue 3 , pages 315 - 333
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, Volume 17, Issue 1 , pages 31 – 49
Furlong J. and Salisbury J. (2005) Best practice research scholarships: An
evaluation Research Papers in Education, Volume 20, Issue 1 , pages 45 –
83
Hodkinson H. and Hodkinson P. (2005) Improving schoolteachers' workplace
learning Research Papers in Education,Volume 20, Issue 2 , pages 109 - 131
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,Volume 20, Issue 2 , pages 133 – 148
20
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, Volume 21, Issue 2 , pages 101 –
118
Marshall B. and Drummond M. J. (2006) How teachers engage with Assessment
for Learning: lessons from the classroom Research Papers in
Education,Volume 21, Issue 2 , pages 133 – 149
McIntyre D., Pedder D. and Rudduck J. (2005) Pupil voice: comfortable and
uncomfortable learnings for teachers Research Papers in Education,Volume
20, Issue 2 , pages 149 – 168
Pedder D. (2006) Organizational conditions that foster successful classroom
promotion of Learning How to Learn Research Papers in Education,Volume
21, Issue 2 , pages 171 – 200
Pedder D., James M. and MacBeath J. (2005) How teachers value and practise
professional learning Research Papers in Education,Volume 20, Issue 3 ,
pages 209 – 243
Scottish Educational Review
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.
Cove, M. (2006). Myth and substance: the concept of 'recent relevant experience'
in initial teacher education. Scottish Educational Review, 38 (2), 173-184.
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.
Draper, J., and Sharp, S. (2006). Continuity or change? The initial impact of the
post-McCrone agreement. Scottish Educational Review, 37 (Special Edition:
Teacher Education and Professional Development), 100-112.
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.
21
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.
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.
Maclellan, E., and Soden, R. (2005). Expertise, Expert Teaching and Experienced
Teachers' Knowledge of Learning Theory. Scottish Educational Review, 35
(2), 110-120.
McNally, J. (2006). From informal learning to identity formation: a conceptual
journey in early teacher development. Scottish Educational Review, 37
(Special Edition: Teacher Education and Professional Development), 79-89.
Menter, I. (2002). Border crossing - teacher supply and retention in England and
Scotland. Scottish Educational Review, 34 (1), 40-50.
Miller, D., and Fraser, E. (2000). Stress associated with being a student teacher:
opening out the perspective. Scottish Educational Review, 32 (2), 142-154.
Mitchell, J. (2006). Formative assessment and beginning teachers. Scottish
Educational Review, 38 (2), 185-199.
Montgomery, A., and Smith, A. (2006). Teacher Education in Northern Ireland:
Policy variations since devolution. Scottish Educational Review, 37 (Special
Edition: Teacher Education and Professional Development), 46-58.
Munn, P. (2005). Researching Policy and Policy Research. Scottish Educational
Review, 37 (1), 17-28.
Purdon, A. (2001). New teachers' perspectives on continuing professional
development: accountability or professional growth? Scottish Educational
Review, 33 (2), 110-122.
Riddell, S., Tett, L., Ducklin, A., Stafford, A., Winteton, M., Burns, C., and
Ferrie, J. (2006). The gender balance of the teaching workforce in Scotland:
what's the problem? Scottish Educational Review, 38 (1), 73-91.
22
Sharp, S. (2001). The McCrone Report: Some staffing implications for initial
teacher education in Scottish universities. Scottish Educational Review, 33
(2), 123-132.
Sharp, S. (2006). The grading of placement in initial teacher education in
Scotland. Scottish Educational Review, 38 (2), 145-157.
Smith, I., Brisard, E., and Menter, I. (2006). Partnership in Initial Teacher
Education in Scotland 1990-2005. Scottish Educational Review, 37 (Special
Edition: Teacher Education and Professional Development), 20-31.
Wilson, V., and Hall, J. (2002). Running Twice as fast? A Review of the Research
Literature on Teachers' Stress. Scottish Educational Review, 34 (2), 175-187
Wilson, V., Powney, J., Hall, S., and Davidson, J. (2006). Who wants to be a
teacher? The impact of age, disability, ethnicity, gender and sexual
orientation on teachers' career aspiration. Scottish Educational Review, 38
(1), 92-
Teacher Development
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.
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.
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.
Hayes, D. (2001). Emotional preparation for teaching: a case study about trainee
teachers in England. Teacher Development, 7 (2), 153-172.
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.
23
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.
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.
Lucas, N. (2002). The introduction of National Standards and Compulsory
Teacher Education for Further Education College Teachers in England:
issues and challenges. Teacher Development, 6 (3), 459-476.
McNally, J. (2003). Right at the start: An agenda for research and development in
teacher education. Teacher Development, 7 (1), 59-73.
O'Brien, J., and Hunt, G. (2005). A new professionalism? Becoming a Chartered
Teacher - part 1. Teacher Development, 9 (3), 447-466.
Sinclair-Taylor, A., and Hodgkinson, K. (2001). Subjecting the Initial Teacher
Training Curriculum for England and Wales to the Test of Child Protection.
Teacher Development, 5 (1), 75-86.
Whitehead, J., and Taylor, A. (2000). The Development of Foreign Native
Speakers to be Modern Languages Teachers in England: are there wider
lessons for the profession? Teacher Development, 4 (3), 371-382.
Youens, B., and Hall, C. (2006). Incorporating pupil perspectives in initial teacher
education - lessons from the Pupil Mentoring Project. Teacher Development,
10 (2), 197-206.
Teachers and Teaching: theory and practice
Burn K., Hagger H., Mutton T. and Everton T. (2003) The complex development
of student-teachers' thinking Teachers and Teaching, Volume 9, Issue 4 ,
pages 309 – 331
Day C. (2000) Teachers in the Twenty-first Century: time to renew the vision,
Teachers and Teaching, Volume 6, Issue 1 , pages 101 – 115
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, Volume 12, Issue 2 , pages 169 – 192
24
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, Volume
11, Issue 4 , pages 341 – 358
Leat D., Lofthouse R. and Taverner S. (2006) The road taken: professional
pathways in innovative curriculum development Teachers and Teaching,
Volume 12, Issue 6 , pages 657 - 674
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, Volume 7, Issue 3 , pages 239 – 256
Parsons M. and Stephenson M. (2005) Developing reflective practice in student
teachers: collaboration and critical partnerships Teachers and Teaching,
Volume 11, Issue 1 , pages 95 – 116
Rippon J. and Martin M. ( 2006) Call me teacher: the quest of new teachers
Teachers and Teaching, Volume 12, Issue 3 , pages 305 – 324
Smedley S. and Pepperell S. (2000) No Man's Land: caring and male student
primary teachers Teachers and Teaching, Volume 6, Issue 3 , pages 259 –
277
Watson C. (2006) Narratives of practice and the construction of identity in
teaching Teachers and Teaching, Volume 12, Issue 5 , pages 509 - 526
Teaching and Teacher Education
Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher
education. Teaching and Teacher Education, 22 (6), 675-689.
Cope, P., and Stephen, C. (2001). A role for practising teachers in initial teacher
education. Teaching and Teacher Education, 17 (8), 913-924.
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.
Day, C., and Leitch, R. (2001). Teachers' and teacher educators' lives: the role of
emotion. Teaching and Teacher Education, 17 (4), 403-415.
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.
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John, P. D. (2002). The teacher educator's experience: case studies of practical
professional knowledge. Teaching and Teacher Education, 18 (3), 323-341.
Knight, P. (2002). A systemic approach to professional development: learning as
practice. Teaching and Teacher Education, 18 (3), 229-241.
Maclellan, E. (2004). Initial knowledge states about assessment: novice teachers'
conceptualisations. Teaching and Teacher Education, 20 (5), 523-535.
Murray, J., and Male, T. (2005). Becoming a teacher educator: evidence from the
field. Teaching and Teacher Education, 21 (2), 125-142.
Rippon, J. H., and Martin, M. (2006). What makes a good induction supporter?
Teaching and Teacher Education, 22 (1), 84-99.
Taylor, A. (2006). Perceptions of prospective entrants to teacher education.
Teaching and Teacher Education, 22 (4), 451-464
White, P., Gorard, S., and See, B. H. (2006). What are the problems with teacher
supply? Teaching and Teacher Education, 22 (3), 315-326.
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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