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G. Beauchamp, L. Clarke, Moira Hulme, M. Jephcote, A. Kennedy, Geraldine Magennis, I. Menter, J. Murray, T. Mutton, Teresa O’doherty, G. Peiser (2015)
Teacher Education in Times of Change
Moira Hulme, I. Menter (2011)
South and North - Teacher Education Policy in England and Scotland: a comparative textual analysisScottish Educational Review
C. Grant, Vonzell Agosto (2008)
Teacher capacity and social justice in teacher education
N. Hooley (2013)
Exposing the intricacies of pre‐service teacher education: Incorporating the insights of Freire and BourdieuRevista De Educacion, 1
J. Ozga, Robert Jones (2006)
Travelling and embedded policy: the case of knowledge transferJournal of Education Policy, 21
I. Menter, Moira Hulme, D. Elliot, J. Lewin, V. Baumfield, A. Britton, M. Carroll, K. Livingston, M. McCulloch, I. McQueen, F. Patrick, A. Townsend (2010)
Literature Review on Teacher Education in the 21st Century
N. Fancourt, A. Edwards, I. Menter (2015)
Reimagining a School – University Partnership: The Development of the Oxford Education Deanery NarrativeEducation Inquiry, 6
M. Simons, M. Olssen, M. Peters (2009)
Re-reading education policies : a handbook studying the policy agenda of the 21st century
M. Peters (2001)
Globalisation and the knowledge economy: Implications for education policy in Aotearoa/New Zealand.
T. Mutton, K. Burn, I. Menter (2017)
Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher educationJournal of Education Policy, 32
P. Sahlberg (2011)
Finnish Lessons: What Can the World Learn from Educational Change in Finland?
L. Bamfield (2014)
The role of research in teacher education: reviewing the evidence: interim report of the BERA-RSA inquiry
C. Winch, A. Oancea, J. Orchard (2015)
The contribution of educational research to teachers’ professional learning: philosophical understandingsOxford Review of Education, 41
F. Rizvi, B. Lingard (2009)
Globalizing Education Policy
A. Childs, A. Edwards, Jane McNicholl (2014)
Developing a Multi-Layered System of Distributed Expertise: What does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?
[During the early part of the twenty-first century, teacher education has been the subject of much change in many countries around the globe. From Australia to Austria, from Norway to Scotland, we have seen reviews, reports and reforms. Within the UK, all four jurisdictions—as well as the Republic of Ireland—have seen major reports that have led to changes of various sorts in the provision for initial teacher education (Teacher Education Group in Teacher education in times of change. Policy Press, Bristol, 2016).]
Published: May 3, 2017
Keywords: Teacher Education; Professional Learning; Professional Knowledge; Continue Professional Development; Initial Teacher Education
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