View Vol 9 No 1 (2017): TEAN Journal

Articles

Editorial

Alison Jackson
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1-3

The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education

Ben Knight
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4-13

A procession of change: Argument for the use of the processual approach in examining school based organisational change

Hazel Beadle
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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.

Sarah Hewitt, Sarah Buxton, Ani Thomas
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22-35

Trainee Teachers’ Reflections on Approaches to Enhance their Subject Knowledge in Physics and Mathematics

Nicoleta Gaciu, Luke Dalzel, Jonathan Davis, Allyson Diamond, Sian Howard
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36-44

The Masters in Teaching and Learning: Lessons to be learnt and key stakeholder perceptions

Lorraine Thomas
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45-55

‘So how well did it really go’? Working with primary school pupils as project evaluators: A case study

Amanda French, Dinah Hobbs
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56-65

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
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66-79

Stakeholder views of teacher training routes

Jayne Woodbury
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80-89

Consistency counts – or does it?

Rick Tynan, Andrea Mallaburn
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90-99

Lesson observation and feedback in relation to the developing identity of student teachers

Victoria Wright, Theresa Loughlin, Val Hall
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100-112

Teacher perspectives of cultivating learning through practitioner enquiry to transform practice

Debbie Duncalf, Di Lloyd, Andrea Pratt, Peter Horsfall
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113-123

‘Why am I having to do this?’: The nature and purpose of concurrent courses in Scottish primary teacher education

Stuart Hanscomb, Carlo Rinaldi
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124-132