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Changing English
Studies in Culture and Education
Volume 13, 2006 - Issue 1
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Original Articles

University to school: challenging assumptions in subject knowledge development

Andrew Green Brunel University, UKCorrespondence[email protected]
Pages 111-123 | Published online: 20 Aug 2006

Citations (7)

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Read on this site (6)

Chris Hanley & Tony Brown. (2017) Developing a university contribution to teacher education: creating an analytical space for learning narratives. Journal of Curriculum Studies 49:3, pages 352-368.
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Maggie Pitfield. (2013) The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English. Pedagogy, Culture & Society 21:3, pages 403-426.
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Maggie Pitfield. (2012) Transforming subject knowledge: drama student-teachers and the pursuit of pedagogical content knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance 17:3, pages 425-442.
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Andrew Green. (2010) Teachers’ Continuing Professional Development and Higher Education. Changing English 17:2, pages 215-227.
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Maggie Pitfield & Vicky Obied. (2010) How Student‐teachers Approach the Teaching of Reading: At the Interface Between Personal History, Theory and Practice. Changing English 17:1, pages 35-44.
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Anne Turvey. (2007) Writing and Teaching Writing. Changing English 14:2, pages 145-159.
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Articles from other publishers (1)

Andrew Green & Gary Snapper. 2017. Teaching Literature. Teaching Literature 31 49 .

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