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References cited in the unit
- Booth, M., Shawyer, G. and Brown, R. (1990) Partnership and the Training
of Student History Teachers in M. Booth, J. Furlong, and M. Wilkins,
(eds.) Partnership in Initial Teacher Training, London: Cassell
- Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000)
Teacher Education in Transition: re-forming professionalism? Buckingham:
Open University Press
- Grossman, P. L., Wilson, S. M. and Shulman, L. S. (1989) Teachers
of substance: subject matter knowledge for teaching in Reynolds, M.
C. (ed.)
Knowledge Base for the Beginning Teacher, New York: Pergamon
- Husbands, C. (1994) Integrating theory and practice in teacher education:
the UEA model of action-research based teacher education, in B. Field
and T. Field (eds.) Teachers as Mentors: a practical guide. London:
Falmer Press
- Husbands, C., Kitson, A. and Pendry, A. (2003) Understanding History
Teaching, Buckingham: Open University Press
- Korthagen, F. A. J. (2001) Linking Practice and Theory: The Pedagogy
of Realistic Teacher Education, Mahwah, New Jersey: Lawrence Erlbaum
Associates
- McIntyre, D. (1990) Ideas and principles guiding the Internship Scheme,
in P. Benton (ed.) The Oxford Internship Scheme: Integration and
Practice in Initial Teacher Education. London: Calouste Gulbenkian
Foundation
Other useful references
- Counsell, C., Evans, M., McIntyre,
D. and Raffan, J. (2000). ‘The
usefulness of educational research for trainee teachers' learning.’ Oxford
Review of Education 26 (3&4): 467-482
This article examines
how subject-related educational research can be related to trainees’ understanding
of their own developing practice, as well as a critical basis
from which to examine practice. It explores
the principles that underpin the necessary conditions for this to occur.
- Pendry,
A. (1990) ‘Dilemmas for history teacher educators.’ British
Journal of Educational Studies 38 (1): 47-62
Though written before the introduction of the Standards for the Award
of Qualified Teacher Status, the article raises important questions to
consider when constructing a PGCE course
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