Research in Teacher Education: Volume 7, No.1, May 2017
Garby-Czerniawski, G., Hudson, A., Smith, M., Bell, C., Baker, A., Archer, L., Hoskin, J. and Robertson, G. 2017. Research in Teacher Education: Volume 7, No.1, May 2017. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.891x1
|Creators||Garby-Czerniawski, G., Hudson, A., Smith, M., Bell, C., Baker, A., Archer, L., Hoskin, J. and Robertson, G.|
The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK.
The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.
|Publisher||The School of Education and Communities, University of East London|
|Digital Object Identifier (DOI)||https://doi.org/10.15123/uel.891x1|
|Web address (URL)||https://www.uel.ac.uk/research/research-in-teacher-education|
|Academic identity of Access HE tutors: a focused review of the literature|
|Using Andragogy to Teach Pedagogy: Expecting Heutagogy – Using Against-the-Grain Teaching Practices for Desired Outcomes|
|Towards Solving the Recruitment Crisis in Maths Teaching: The Role of Subject Knowledge Enhancement Courses|
|Early Reading Experiences of White Working-Class Trainee Teachers|
|Happier Teachers and More Engaged Students? Reflections on the Possibilities Offered by a Pedagogical Approach Co-Developed by Teachers and Researchers|
3views this month
0downloads this month