Citations (18)
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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.
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Mark Betteney, Jane Barnard & Andrew Lambirth. (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education 41:4, pages 433-447.
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Graham Rogers. (2011) Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity. Journal of Curriculum Studies 43:2, pages 249-268.
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Honglin Chen & Beverly Derewianka. (2009) Binaries and beyond: a Bernsteinian perspective on change in literacy education. Research Papers in Education 24:2, pages 223-245.
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Susan Capel, Sid Hayes, Will Katene & Philippa Velija. (2009) The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year. European Journal of Teacher Education 32:1, pages 51-62.
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Samantha Twiselton. (2007) Seeing the wood for the trees: learning to teach beyond the curriculum. How can student teachers be helped to see beyond the National Literacy Strategy?. Cambridge Journal of Education 37:4, pages 489-502.
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. (2006) Book Reviews. Asia-Pacific Journal of Teacher Education 34:3, pages 365-369.
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Sue Dymoke. (2004) Stemming the strategy flood tide in PGCE English. Education 3-13 32:3, pages 45-50.
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Samantha Twiselton. (2004) The role of teacher identities in learning to teach primary literacy. Educational Review 56:2, pages 157-164.
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Articles from other publishers (9)
Olufunnke Abidemi Olugboji. 2022. Preparing Early Childhood Teachers for Managing Emergencies. Preparing Early Childhood Teachers for Managing Emergencies
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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.
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Carmen Sotomayor, Giovani Parodi, Carmen Coloma, Romualdo Ibáñez & Paula Cavada. (2011) La formación inicial de docentes de Educación General Básica en Chile. ¿Qué se espera que aprendan los futuros profesores en el área de Lenguaje y Comunicación?. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 48:1, pages 28-42.
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Mark Betteney. (2010) All for one, and one for all: if texts hold power, to what extent does current Primary and Early Years documentation empower teachers?. Literacy 44:2, pages 91-97.
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Judy M. Parr & Helen S. Timperley. (2010) Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing 15:2, pages 68-85.
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Gwendolyn M. Lloyd. (2016) Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate. Journal of Teacher Education 58:4, pages 328-347.
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Susan Capel & Richard Blair. (2007) Making physical education relevant: increasing the impact of initial teacher training. London Review of Education.
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Samantha Twiselton. (2006) The problem with English: the exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy 40:2, pages 88-96.
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Andrey Rosowsky. (2006) Strategies and students: beginning teachers' early encounters with national policy. Literacy 40:2, pages 79-87.
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