Capturing dissonance in university teacher education environments

References

• Alvesson M 2002 Understanding organisational culture (London, Sage)
   Google Scholar
• Ball S 1994 Political interviews and the politics of interviewing in: G. Walford (Eds) Researching the powerful in education (London, UCL Press)
   Google Scholar
• Barnett R 2000 Realising the university in an age of supercomplexity (Buckingham, Open University Press)
   Google Scholar
• Billett S 2002 Workplaces, communities and pedagogy: an activity theory view in: Lea MR Nicoll K (Eds) Distributed learning: social and cultural approaches to practice (London, Routledge Falmer)
   Google Scholar
• Blackler , F . 1995 . Knowledge, knowledge work and organizations: an overview and interpretation, Organization Studies , 16 (6) : 1021 – 1046 .
   Web of Science ®Google Scholar
• Brookfield S 1995 Becoming a critically reflective teacher (San Francisco, CA, Jossey‐Bass)
   Google Scholar
• Coffield F 1997 Can the UK become a learning society? The Fourth Annual Lecture School of Education, Kings College, London
   Google Scholar
• Department for Education and Skills (DfES) 2003 The future of higher education (London, HMSO)
   Google Scholar
• Engestro¨m Y 2000 Comment on Blackler et al. ‘Activity theory and the social construction of knowledge: a story of four umpires’ Organization Journal 7 (2) 301 310
   Google Scholar
• Engestro¨m , Y . 2001 . Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work , 14 (1) : 133 – 156 .
   Google Scholar
• Eraut , M . 1995 . Scho¨n shock: a case for reframing reflection‐in‐action?, Teachers and Teaching , 1 (1) : 9 – 22 .
   Google Scholar
• Gardner H 1999 Intelligence reframed (New York, Basic Books)
   Google Scholar
• Goleman D 1996 Emotional intelligence (London, Bloomsbury)
   Google Scholar
• Hall S 1980 Encoding/decoding in: S. Hall (Ed.) Culture, media, language Working Papers in Cultural Studies 1972 1979 (London, Hutchinson)
   Google Scholar
• Institute for Learning and Teaching in Higher Education (ILTHE) 1998 Implementing the vision (York, ILTHE)
   Google Scholar
• Knight T Trowler P 2001 Departmental leadership in higher education (Buckingham, Open University Press)
   Google Scholar
• Lave J Wenger E 1991 Situated learning, legitimate peripheral participation (Cambridge, Cambridge University Press)
   Google Scholar
• Mayer J Salovey P 1997 What is emotional intelligence? in: Salovey P J D Sluyter, (Eds) Emotional development and emotional intelligence: educational implications (New York, Basic Books)
   Google Scholar
• McGuinness , C . 1997 . What constitutes good learning and teaching in higher education? Views from staff development handbooks, Psychology Teaching Review , 6 (1) : 14 – 22 .
   Google Scholar
• National Committee of Inquiry into Higher Education 1997 Higher education in the learning society (London, HMSO)
   Google Scholar
• Neumann , R . 2001 . Disciplinary differences and university teaching, Studies in Higher Education , 26 (2) : 135 – 146 .
   Google Scholar
• Parker S 1997 Reflective teaching in the postmodern world, a manifesto for education in postmodernity (Buckingham, Open University Press)
   Google Scholar
• Planning Group for Accreditation and Teaching in Higher Education 1998 Accreditation and teaching in higher education (Booth Report, Committee of Vice‐Chancellors and Principals)
   Google Scholar
• Quality Assurance Agency (QAA) 2001 The Framework for National Qualifications in England, Wales and Northern Ireland, Available online at:, http://www.qaa.ac.uk/crntwork/nqf/ewni2001/contents.htm
   Google Scholar
• Saunders M 1986 The innovation enclave, unintended effects of TVEI implementation in training agency (MSC) TVEI Working Paper 1, (Norwich, University of East Anglia, Centre for Applied Research in Education)
   Google Scholar
• Saunders M 1988 Enclaves in British schools, TVEI implications in: Lauglo J Lillis S (Eds) Vocationalising education (Oxford, Pergamon)
   Google Scholar
• Saunders M 1990 Control and influence: recent government policy on technical and vocational education in British education in: Summerfield P Evans E (Eds) Technical education and the state since 1850 (Manchester, Manchester University Press) 171 189
   Google Scholar
• Saunders , M and Machell , J . 2000 . Understanding emerging trends in higher education curricula and work connections, Higher Education Policy , 13 : 287 – 302 .
   Google Scholar
• Scho¨n DA 1983 The reflective practitioner (San Francisco, CA, Jossey‐Bass)
   Google Scholar
• Scho¨n DA 1987 Educating the reflective practitioner (San Francisco, CA, Jossey‐Bass)
   Google Scholar
• Tirri , K , Husu , J and Kansanen , P . 1999 . The epistemological stance between the knower and the known, Teaching and Teacher Education , 15 : 911 – 922 .
   Web of Science ®Google Scholar
• Trowler P 1998 Academics responding to change: new higher education frameworks and academic cultures (Buckingham, Open University Press)
   Google Scholar
• Trowler , P and Cooper , A . 2002 . Teaching and learning regimes: implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes, Higher Education Research and Development , 21 (3) : 221 – 240 .
   Google Scholar
• Wenger E 1998 Communities of practice, learning, meaning and identity (Cambridge, Cambridge University Press)
   Google Scholar
• Wertsch JV 1998 Mind as action (Oxford, Oxford University Press)
   Google Scholar