Citations (82)
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Geraldine Mooney Simmie. (2023) Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility. Educational Review 75:5, pages 916-931.
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Hideyuki Ichikawa. (2022) A theory of hope in critical pedagogy: An interpretation of Henry Giroux. Educational Philosophy and Theory 54:4, pages 384-394.
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Adam Cooke. (2021) Belief and knowledge construction among modern foreign language teacher trainees. The Language Learning Journal 49:6, pages 725-739.
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Brian Barrett & Jim Hordern. (2021) Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England. Journal of Curriculum Studies 53:2, pages 153-165.
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Ville Björck & Kristina Johansson. (2019) Problematising the theory–practice terminology: a discourse analysis of students’ statements on Work-integrated Learning. Journal of Further and Higher Education 43:10, pages 1363-1375.
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Jim Hordern. (2018) Is powerful educational knowledge possible?. Cambridge Journal of Education 48:6, pages 787-802.
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Jim Hordern & Maria Teresa Tatto. (2018) Conceptions of teaching and educational knowledge requirements. Oxford Review of Education 44:6, pages 686-701.
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Jim Hordern. (2018) Educational knowledge: traditions of inquiry, specialisation and practice. Pedagogy, Culture & Society 26:4, pages 577-591.
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Subitha G. V.. (2018) Re-conceptualizing teachers’ continuous professional development within a new paradigm of change in the Indian context: an analysis of literature and policy documents. Professional Development in Education 44:1, pages 76-91.
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Tim Cain & David Allan. (2017) The invisible impact of educational research. Oxford Review of Education 43:6, pages 718-732.
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Chunmei Yan. (2017) ‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research. Educational Action Research 25:5, pages 704-719.
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Claire Dickerson, Joy Jarvis, Roger Levy & Kit Thomas. (2017) Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice. Teachers and Teaching 23:4, pages 494-514.
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Jim Hordern. (2017) Grammaticality and educational research. British Journal of Educational Studies 65:2, pages 201-217.
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David Carr. (2017) Virtue and Character in Higher Education. British Journal of Educational Studies 65:1, pages 109-124.
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Oliver McGarr, Emmanuel O’Grady & Liam Guilfoyle. (2017) Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching 43:1, pages 48-60.
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John Gerard Scott Goldie. (2016) Connectivism: A knowledge learning theory for the digital age?. Medical Teacher 38:10, pages 1064-1069.
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Penny Enslin & Kai Horsthemke. (2015) Rethinking the ‘Western Tradition’. Educational Philosophy and Theory 47:11, pages 1166-1174.
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Malcolm Tight. (2015) Theory application in higher education research: the case of communities of practice. European Journal of Higher Education 5:2, pages 111-126.
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Rupert Knight. (2015) Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’. Journal of Education for Teaching 41:2, pages 145-160.
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Christopher Winch, Alis Oancea & Janet Orchard. (2015) The contribution of educational research to teachers’ professional learning: philosophical understandings. Oxford Review of Education 41:2, pages 202-216.
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Erik Blair. (2014) Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago. International Journal for Academic Development 19:4, pages 330-340.
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Sandra Cooke & David Carr. (2014) Virtue, Practical Wisdom and Character in Teaching. British Journal of Educational Studies 62:2, pages 91-110.
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Stephen Kemmis. (2012) Researching educational praxis: spectator and participant perspectives. British Educational Research Journal 38:6, pages 885-905.
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Martyn Hammersley. (2012) Troubling theory in case study research. Higher Education Research & Development 31:3, pages 393-405.
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Christopher Winch. (2012) For philosophy of education in teacher education. Oxford Review of Education 38:3, pages 305-322.
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RICHARD EDWARDS. (2012) Theory Matters: Representation and experimentation in education. Educational Philosophy and Theory 44:5, pages 522-534.
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Gert Biesta, Julie Allan & Richard Edwards. (2011) The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice. British Journal of Educational Studies 59:3, pages 225-239.
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John Gardner. (2011) Educational research: what (a) to do about impact!. British Educational Research Journal 37:4, pages 543-561.
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Sharada Gade. (2011) Narrative as unit of analysis for teaching‐learning praxis and action: tracing the personal growth of a professional voice. Reflective Practice 12:1, pages 35-45.
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Stephen Kemmis. (2010) What is to be done? The place of action research. Educational Action Research 18:4, pages 417-427.
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Ioanna Palaiologou. (2010) The death of a discipline or the birth of a transdiscipline: subverting questions of disciplinarity within Education Studies undergraduate courses. Educational Studies 36:3, pages 269-282.
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Michel Vandenbroeck, Filip Coussée & Lieve Bradt. (2010) The Social And Political Construction Of Early Childhood Education. British Journal of Educational Studies 58:2, pages 139-153.
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Stephen Kemmis. (2010) Research for praxis: knowing doing. Pedagogy, Culture & Society 18:1, pages 9-27.
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David Carr. (2010) Education, Contestation and Confusions of Sense and Concept. British Journal of Educational Studies 58:1, pages 89-104.
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Nick Peim. (2009) Thinking resources for educational research methods and methodology. International Journal of Research & Method in Education 32:3, pages 235-248.
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Martin Lawn & John Furlong. (2009) The disciplines of education in the UK: between the ghost and the shadow. Oxford Review of Education 35:5, pages 541-552.
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Michael Grenfell & Lyn Yates. (2008) Review symposium. British Journal of Sociology of Education 29:5, pages 563-569.
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