About the Journal
Vol 9 No 1 (2017)
The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education
A procession of change: Argument for the use of the processual approach in examining school based organisational change
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.
Sarah Hewitt, Sarah Buxton, Ani Thomas
Trainee Teachers’ Reflections on Approaches to Enhance their Subject Knowledge in Physics and Mathematics
Nicoleta Gaciu, Luke Dalzel, Jonathan Davis, Allyson Diamond, Sian Howard
The Masters in Teaching and Learning: Lessons to be learnt and key stakeholder perceptions
‘So how well did it really go’? Working with primary school pupils as project evaluators: A case study
Amanda French, Dinah Hobbs
How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour?
Emma Clarke, John Visser
Stakeholder views of teacher training routes
Consistency counts – or does it?
Rick Tynan, Andrea Mallaburn
Lesson observation and feedback in relation to the developing identity of student teachers
Victoria Wright, Theresa Loughlin, Val Hall
Teacher perspectives of cultivating learning through practitioner enquiry to transform practice
Debbie Duncalf, Di Lloyd, Andrea Pratt, Peter Horsfall
‘Why am I having to do this?’: The nature and purpose of concurrent courses in Scottish primary teacher education
Stuart Hanscomb, Carlo Rinaldi