Citations (44)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (20)
Seyyed Mohammad Reza Adel & Mostafa Azari Noughabi. (2023) Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers. Pedagogies: An International Journal 18:3, pages 352-373.
Read now
Read now
Sue Pinnick. (2020) Mentoring secondary English trainee teachers: a case study. English in Education 54:3, pages 251-264.
Read now
Read now
Frank Herold. (2019) Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge. Teacher Development 23:4, pages 488-505.
Read now
Read now
Deborah Pope. (2019) Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations. Education 3-13 47:3, pages 293-307.
Read now
Read now
Sue Sentance & Simon Humphreys. (2018) Understanding professional learning for Computing teachers from the perspective of situated learning. Computer Science Education 28:4, pages 345-370.
Read now
Read now
John Chi-Kin Lee. (2017) Life and work of teachers: interaction between the individual and the environment. Teachers and Teaching 23:7, pages 763-765.
Read now
Read now
Rupert Knight. (2017) The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses. Teachers and Teaching 23:7, pages 843-858.
Read now
Read now
Frank Herold & Michael Waring. (2017) Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy 22:3, pages 231-245.
Read now
Read now
Stavroula Philippou, Chrystalla Papademetri-Kachrimani & Loucas Louca. (2015) ‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development programme on inquiry-based mathematics and science learning. Professional Development in Education 41:2, pages 382-400.
Read now
Read now
Linda Evans. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education 44:2, pages 179-198.
Read now
Read now
Margaret Perkins. (2013) Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education 36:3, pages 293-306.
Read now
Read now
Victoria
H. Stiles & Will
H. Katene. (2013) Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration. Physical Education and Sport Pedagogy 18:3, pages 235-255.
Read now
Read now
Jane McNicholl, Ann Childs & Katharine Burn. (2013) School subject departments as sites for science teachers learning pedagogical content knowledge. Teacher Development 17:2, pages 155-175.
Read now
Read now
John Gordon. (2012) More than canons: teacher knowledge and the literary domain of the secondary English curriculum. Educational Research 54:4, pages 375-390.
Read now
Read now
Dennis Beach & Catarina Player-Koro. (2012) Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education. Journal of Education for Teaching 38:2, pages 115-125.
Read now
Read now
Frank
Andreas Herold & Michael Waring. (2011) So much to learn, so little time…: pre-service physical education teachers' interpretations and development of subject knowledge as they learn to teach. Evaluation & Research in Education 24:1, pages 61-77.
Read now
Read now
Eira
Wyn Patterson. (2011) Initial teacher development in science: the impact of constructivist‐informed practice on learning. Teacher Development 15:1, pages 69-86.
Read now
Read now
Viv Ellis. (2010) Impoverishing experience: the problem of teacher education in England. Journal of Education for Teaching 36:1, pages 105-120.
Read now
Read now
Charles Anderson & Dai Hounsell. (2007) Knowledge practices: ‘doing the subject’ in undergraduate courses. The Curriculum Journal 18:4, pages 463-478.
Read now
Read now
Katharine Burn, Ann Childs & Jane McNicholl. (2007) The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments. The Curriculum Journal 18:4, pages 429-445.
Read now
Read now
Articles from other publishers (24)
Ian Thompson. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
851
866
.
Linda Evans. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
451
475
.
Ian Thompson. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1
16
.
Yejun Bae, Brian M. Hand & Gavin W. Fulmer. (2022) A generative professional development program for the development of science teacher epistemic orientations and teaching practices. Instructional Science 50:1, pages 143-167.
Crossref
Crossref
Ian Thompson. 2022. Theory and Practice in Second Language Teacher Identity. Theory and Practice in Second Language Teacher Identity
45
57
.
Linda Evans. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1
25
.
Linda Evans. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1
25
.
Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2021) Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld. Teaching and Teacher Education 106, pages 103455.
Crossref
Crossref
Birgit Fahrman, Per Norström, Lena Gumaelius & Inga-Britt Skogh. (2019) Experienced technology teachers’ teaching practices. International Journal of Technology and Design Education 30:1, pages 163-186.
Crossref
Crossref
Camelia Marinela Radulescu. 2020. Analyzing Paradigms Used in Education and Educational Psychology. Analyzing Paradigms Used in Education and Educational Psychology
73
99
.
Helen Hendry. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers. Literacy 54:1, pages 58-69.
Crossref
Crossref
Eva Björkholm. 2019. Explorations in Technology Education Research. Explorations in Technology Education Research
45
56
.
Corinne van Velzen, Monique Volman & Mieke Brekelmans. 2019. International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education
155
170
.
Dorothy Worden. (2018) Mediation and development of a novice L2 writing teacher's pedagogical content knowledge of genre. Journal of English for Academic Purposes 34, pages 12-27.
Crossref
Crossref
Steven Puttick. (2018) Student teachers’ positionalities as knowers in school subject departments. British Educational Research Journal 44:1, pages 25-42.
Crossref
Crossref
Avril Loveless. 2016. Professional Learning Through Transitions and Transformations. Professional Learning Through Transitions and Transformations
61
78
.
Marissa Rollnick & Elizabeth Mavhunga. 2016. Insights from Research in Science Teaching and Learning. Insights from Research in Science Teaching and Learning
59
72
.
Dorothy Worden. (2015) Developing writing concepts for teaching purposes: Preservice L2 writing teachers’ developing conceptual understanding of parallelism. Journal of Second Language Writing 30, pages 19-30.
Crossref
Crossref
Agnese Karaseva, Andra Siibak & Pille Pruulmann-Vengerfeldt. (2015) Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace 9:1.
Crossref
Crossref
Pete Boyd & Sue Bloxham. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal 40:2, pages 337-352.
Crossref
Crossref
KimYoungok & 이규림. (2013) An exploratory study on teachers' conceptions of early childhood character education “Nurturing the seed of the heart”. Korean Journal of Early Childhood Education 33:1, pages 75-94.
Crossref
Crossref
Alaster Scott Douglas & Viv Ellis. (2011) Connecting Does Not Necessarily Mean Learning. Journal of Teacher Education 62:5, pages 465-476.
Crossref
Crossref
Laura Colucci-Gray & Christine Fraser. (2008) Contested Aspects of Becoming a Teacher: Teacher Learning and the Role of Subject Knowledge. European Educational Research Journal 7:4, pages 475-486.
Crossref
Crossref
Frank Banks. (2008) Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers. International Journal of Technology and Design Education 18:3, pages 221-229.
Crossref
Crossref