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Teacher Development
An international journal of teachers' professional development
Volume 23, 2019 - Issue 4
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Articles

Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge

Frank HeroldSchool of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UKCorrespondence[email protected]
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Pages 488-505 | Received 14 Jul 2017, Accepted 21 Nov 2018, Published online: 12 Sep 2019

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Craig Neville. (2023) Developing critical decolonial awareness and reflection in language teachers at post-primary level: empowering student language teachers as agents of change. Irish Educational Studies 0:0, pages 1-21.
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Claire Dickerson, Roger Levy, Joy Jarvis & Keith Robert Thomas. (2022) Using a teacher knowledge framework to connect teaching practice with theory. PRACTICE 4:3, pages 191-211.
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Osvaldo Luiz Ferraz, Carla Vidoni & Marcos Vilas Boas. (2021) Bridging the gap between theory and practice: the impact of school–university partnership in a PETE program. Sport, Education and Society 26:7, pages 788-799.
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