Vol 8, No 1 (2016)

Table of Contents


Editorial Abstract PDF
Alison Jackson 1-3
‘Evidence based teaching’ (EBT) in the Carter Review on Initial Teacher Education (2015): Rhetorical devise or something more? Abstract PDF
Chris Carpenter 4-13
Teachers as Enquiring Professionals and Career-Long Professional Learning in Scotland Abstract PDF
Tom Hamilton 14-21
Who’s that talking in my class?: What does research say about pupil to pupil exploratory talk that leads to learning? Abstract PDF
Tim Rutter, Ruth Edwards, Phil Dean 22-32
A critical discussion upon the relationship between the Psychoanalytical perspective of developmental psychology and its adaptation to educating teenage mothers Abstract PDF
Sophie King-Hill 33-45
Student teachers' perceptions of seminar learning contexts in ITE (initial teacher education) Abstract PDF
Fufy Demissie 46-55
How do beginning teachers develop their knowledge of early-years pedagogy? Abstract PDF
Louise Khalid 56-66
Embedding Wellbeing Knowledge and Practice into Teacher Education: building emotional resilience Abstract PDF
Sarah Turner, Margaret Briane 67-82
‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study Abstract PDF
Val Poultney 83-93
Positive PowerPoint – developing good practice through practitioner research Abstract PDF
Ian Wilson 94-105
Delivering the future workforce: A highlighting of the need to focus on the relationship between school teachers and technology Abstract PDF
Hazel Beadle 106-115
Giving lesson observation feedback Abstract PDF
Victoria Wright 116-127

ISSN 2054-5266