Vol 9, No 1 (2017)

Table of Contents


Editorial Abstract PDF
Alison Jackson 1-3
The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education Abstract PDF
Ben Knight 4-13
A procession of change: Argument for the use of the processual approach in examining school based organisational change Abstract PDF
Hazel Beadle 14-21
A new way of learning: How can an understanding of self-efficacy and emotional resilience be used to develop successful teaching and learning strategies for students in Initial Teacher Education. Abstract PDF
Sarah Hewitt, Sarah Buxton, Ani Thomas 22-35
Trainee Teachers’ Reflections on Approaches to Enhance their Subject Knowledge in Physics and Mathematics Abstract PDF
Nicoleta Gaciu, Luke Dalzel, Jonathan Davis, Allyson Diamond, Sian Howard 36-44
The Masters in Teaching and Learning: Lessons to be learnt and key stakeholder perceptions Abstract PDF
Lorraine Thomas 45-55
‘So how well did it really go’? Working with primary school pupils as project evaluators: A case study Abstract PDF
Amanda French, Dinah Hobbs 56-65
How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? Abstract PDF
Emma Clarke, John Visser 66-79
Stakeholder views of teacher training routes Abstract PDF
Jayne Woodbury 80-89
Consistency counts – or does it? Abstract PDF
Rick Tynan, Andrea Mallaburn 90-99
Lesson observation and feedback in relation to the developing identity of student teachers Abstract PDF
Victoria Wright, Theresa Loughlin, Val Hall 100-112
Teacher perspectives of cultivating learning through practitioner enquiry to transform practice Abstract PDF
Debbie Duncalf, Di Lloyd, Andrea Pratt, Peter Horsfall 113-123
‘Why am I having to do this?’: The nature and purpose of concurrent courses in Scottish primary teacher education Abstract PDF
Stuart Hanscomb, Carlo Rinaldi 124-132

ISSN 2054-5266