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The role of theory in teacher education: reconsidered from a student teacher perspective

Journal of curriculum studies, 2014-11, Vol.46 (6), p.729-750

Sjølie, Ela

2014

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Linking theory and practice: teacher research in history and geography classrooms

Educational action research, 2017-03, Vol.25 (2), p.316-331

2017

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Moving beyond methodising theory in preparing for the profession

Journal of adventure education and outdoor learning, 2020-10, Vol.20 (4), p.357-368

2020

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Lesson analysis and plan template: scaffolding preservice teachers' application of professional knowledge to lesson planning

Journal of curriculum studies, 2023-03, Vol.55 (2), p.138-152

2023

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Continuing professional development designed as second-order action research: outcomes and lessons learned

Educational action research, 2022-03, Vol.30 (2), p.223-242

2022

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Collaborative research approaches between universities and schools: the case of New Basic Education (NBE) in China

Educational studies, 2020-07, Vol.46 (4), p.385-403

Li, Zhengtao

2020

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The Practical and reconstructing Chinese pedagogics

Journal of curriculum studies, 2013-10, Vol.45 (5), p.652-667

Deng, Zongyi

2013

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Pre-service teachers' growth as practitioners of developmentally appropriate practice: a Vygotskian analysis of constraints and affordances in the English context

European journal of teacher education, 2014-01, Vol.37 (1), p.4-17

Edwards, Gail

2014

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How evidence-based reform will transform research and practice in education

Educational psychologist, 2020-01, Vol.55 (1), p.21-31

Slavin, Robert E.

2020

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Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme

Asia-Pacific journal of teacher education, 2014-04, Vol.42 (2), p.167-185

2014

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Using the Service-Learning approach to bridge the gap between theory and practice in teacher education

International journal of inclusive education, 2023-08, Vol.27 (10), p.1118-1132

2023

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Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education

The Journal of the learning sciences, 2016-04, Vol.25 (2), p.203-239

2016

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How is theory used in assessment and feedback research? A critical review

Assessment and evaluation in higher education, 2023-01, Vol.48 (1), p.77-94

2023

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Understanding continuing professional development: the need for theory to impact on policy and practice

Professional development in education, 2014-10, Vol.40 (5), p.688-697

Kennedy, Aileen

2014

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Demolishing the fear of theory to liberate higher education discourse and practice

Teaching in higher education, 2023-10, Vol.28 (7), p.1583-1599

Isomöttönen, Ville

2023

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A practice theory perspective on learning: beyond a 'standard' view

Studies in continuing education, 2021-09, Vol.43 (3), p.280-295

Kemmis, Stephen

2021

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Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice

Teachers and teaching, theory and practice, 2024-01, p.1-19

2024

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Pracademics? Exploring transitions and professional identities in higher education

Studies in higher education (Dorchester-on-Thames), 2022-02, Vol.47 (2), p.290-304

2022

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Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Higher education research and development, 2019-02, Vol.38 (2), p.280-293

2019

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From monologue to dialogue: improving written feedback processes in mass higher education

Assessment and evaluation in higher education, 2010-08, Vol.35 (5), p.501-517

Nicol, David

2010

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Powerful knowledge and knowledgeable practice

Journal of curriculum studies, 2022-03, Vol.54 (2), p.196-209

Hordern, Jim

2022

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Rethinking Race and Power in Design-Based Research: Reflections from the Field

Cognition and instruction, 2016-07, Vol.34 (3), p.194-209

2016

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Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

International journal of science education, 2008-11, Vol.30 (14), p.1945-1969

2008

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How Can We Develop Supervisors for the Modern Doctorate?

Studies in higher education (Dorchester-on-Thames), 2018-05, Vol.43 (5), p.878-890

Lee, Anne

2018

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Redefining teaching, re-imagining teacher education

Teachers and teaching, theory and practice, 2009-04, Vol.15 (2), p.273-289

2009

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The role of theory in teacher education: reconsidered from a student teacher perspective

Linking theory and practice: teacher research in history and geography classrooms

Moving beyond methodising theory in preparing for the profession

Lesson analysis and plan template: scaffolding preservice teachers' application of professional knowledge to lesson planning

Continuing professional development designed as second-order action research: outcomes and lessons learned

Collaborative research approaches between universities and schools: the case of New Basic Education (NBE) in China

The Practical and reconstructing Chinese pedagogics

Pre-service teachers' growth as practitioners of developmentally appropriate practice: a Vygotskian analysis of constraints and affordances in the English context

How evidence-based reform will transform research and practice in education

Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme

Using the Service-Learning approach to bridge the gap between theory and practice in teacher education

Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education

How is theory used in assessment and feedback research? A critical review

Understanding continuing professional development: the need for theory to impact on policy and practice

Demolishing the fear of theory to liberate higher education discourse and practice

A practice theory perspective on learning: beyond a 'standard' view

Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice

Pracademics? Exploring transitions and professional identities in higher education

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

From monologue to dialogue: improving written feedback processes in mass higher education

Powerful knowledge and knowledgeable practice

Rethinking Race and Power in Design-Based Research: Reflections from the Field

Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

How Can We Develop Supervisors for the Modern Doctorate?

Redefining teaching, re-imagining teacher education

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