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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 4
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Articles

Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers

Elizabeth McCrumInstitute of Education, University of Reading, UKCorrespondence[email protected]
Pages 465-477 | Received 31 Oct 2011, Accepted 20 Feb 2013, Published online: 27 Sep 2013

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Read on this site (4)

Henrik Åström Elmersjö. (2022) Genre Positions and Epistemic Cognition: Swedish Upper Secondary School History Teachers and the Nature of History. Scandinavian Journal of Educational Research 66:5, pages 824-837.
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Sara Weuffen. (2022) ‘You’d be surprised how some people probably feel uncomfortable’: the compliance–resistance continuum of planning integrated Australian History curricula. Teacher Development 26:2, pages 221-239.
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Richard Harris & Katharine Burn. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies 48:4, pages 518-546.
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Richard Harris & Rosemary Reynolds. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies 46:4, pages 464-486.
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Articles from other publishers (1)

Henrik Åström Elmersjö & Anders Persson. (2023) Controversial issues and the nature of history: Teachers’ views on controversial historical issues in Swedish lower secondary school. History Education Research Journal 20:1.
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