One of the main aims of APTE is to provide information about research into various aspects of Partnership.
Abstracts from, and links to, recent research reports are provided below.
2018
(2018) Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education, Teaching and Teacher Education 69, p. 300-311, Pergamon, url, doi:10.1016/J.TATE.2017.09.011
(2018) Professional Resilience and wellbeing; the challenge for teachers and teacher educators, Flip the System UK: A Teachers' Manifesto., L. Dutaut, JL and Rycroft-Smith (ed.), Routledge, url
(2018) Exploring the Australian Teacher Education ‘Partnership’ Policy Landscape: Four Case Studies, Educating Future Teachers: Innovative Perspectives in Professional Experience, p. 13-31, Singapore: Springer Singapore, url, doi:10.1007/978-981-10-5484-6_2
(2018) Diversity and complexity: Becoming a teacher in England in 2015-2016, Review of Education 6(1), p. 69-96, url, doi:10.1002/rev3.3108
2017
(2017) Policy and Research Evidence in the 'Reform' of Primary Initial Teacher Education in England, pdf
(2017) Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education, Journal of Education Policy 32(1), p. 14-33, Routledge, url, doi:10.1080/02680939.2016.1214751
(2017) The Challenge of School-Led Teacher Education for Those Working within Traditional Teacher Education Partnerships: A Case of Roman Riding, p. 161-176, url, doi:10.1108/S2055-364120170000010010
(2017) Looking to the Future: The Struggle for Teacher Education, Gender, Management and Leadership in Initial Teacher Education, p. 261-269, London: Palgrave Macmillan UK, url, doi:10.1057/978-1-137-49051-3_10
2016
(2016) The beginnings of school led teacher training: New challenges for university teacher education The beginnings of school led teacher training: New challenges for university teacher education School Direct Research Project Final Report, p. 1-31, pdf
(2016) School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape, Professional Development in Education 42(4), p. 511-526, Routledge, url, doi:10.1080/19415257.2015.1052090
(2016) Classroom observation for evaluating and improving teaching: An international perspective, Studies in Educational Evaluation 49, p. 15-29, Elsevier Ltd, url, doi:10.1016/j.stueduc.2016.03.002
(2016) Teacher learning as curating: Becoming inclusive educators in school/university partnerships, Teaching and Teacher Education 59, p. 360-371, url, doi:10.1016/j.tate.2016.07.007
2015
(2015) Teacher education in the United Kingdom post devolution: convergences and divergences, Oxford Review of Education 41(2), p. 154-170, url, doi:10.1080/03054985.2015.1017403
(2015) A review of ‘research-informed clinical practice’ in Initial Teacher Education, Oxford Review of Education 41(2), p. 217-233, url, doi:10.1080/03054985.2015.1020104
(2015) High-Quality Teaching Requires Collaboration: How Partnerships Can Create a True Continuum of Professional Learning for Educators, The Educational Forum 79(1), p. 53-67, Routledge, url, doi:10.1080/00131725.2014.971990
(2015) Creating an in-school pastoral system for student teachers in school-based initial teacher education, Pastoral Care in Education 33(1), p. 8-19, url, doi:10.1080/02643944.2014.990989
(2015) Developing an appreciation of what it means to be a school-based teacher educator Developing an appreciation of what it means to be a school-based teacher educator, European Journal of Teacher Education, url, doi:10.1080/02619768.2015.1077514
(2015) The contribution of educational research to teachers’ professional learning: philosophical understandings, Oxford Review of Education 41(2), p. 202-216, url, doi:10.1080/03054985.2015.1017406
2014
(2014) Research and the Teaching Profession: Building the capacity for a self-improving education system, url
(2014) The role of research in teacher education: reviewing the evidence, British Educational Research Association 5(January), p. 1-36, url
(2014) The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong, Asia-Pacific Journal of Teacher Education 42(3), p. 291-304, Routledge, url, doi:10.1080/1359866X.2014.902425
(2014) What can we learn from the shift towards a more school centred model in Netherlands?, Developing Outstanding Practice in School-based Teacher Education, K. Jones &, E. White (ed.), p. 56-63, Northwich:: Critical Publishing.
(2014) Teachers' Views: Perspectives on Research Engagement, p. 13
(2014) The teacher educator's role in promoting institutional versus individual teacher well-being, Journal of Education for Teaching 40(4), p. 391-408, doi:10.1080/02607476.2014.929382
(2014) John Furlong and the ‘university project’, Oxford Review of Education 40(4), p. 520-524, url, doi:10.1080/03054985.2014.933006
2013
(2013) Mobile technology: a study on the impact on the role of the Initial Teacher Training (ITT) tutor, Research in Teacher Education 3(1), p. 27-32
(2013) Leading change in teacher education inAustralia through university-school partnerships, The European Journal of Social & Behavioural Sciences 4(1), p. 687-703, pdf, doi:10.15405/FutureAcademy/ejsbs(2301-2218).2012.4.4
(2013) Globalisation, Neoliberalism, and the Reform of Teacher Education in England, The Educational Forum 77(1), p. 28-50, pdf, doi:10.1080/00131725.2013.739017
(2013) Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education, International Journal of Mentoring and Coaching in Education 2(2), p. 89-108, pdf
(2013) Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator, European Journal of Teacher Education 36(3), p. 307-319, url, doi:10.1080/02619768.2012.755514
2012
(2012) Changing localities for teacher training: the potential impact on professional formation and the university sector response, Journal of Education for Teaching 38(4), p. 497-508, Routledge , url, doi:10.1080/02607476.2012.709747
2011
(2011) Education of teachers: the English experience, Journal of Education for Teaching 37(4), p. 377-386, url, doi:10.1080/02607476.2011.610988
(2011) Teacher education in transition: the changing landscape across the UK, pdf
2010
(2010) Learning to Practice: The Design of Clinical Experience in Teacher Preparation, pdf
(2010) Partnerships in pedagogy: refocusing of classroom lenses, European Journal of Teacher Education 33(1), p. 65-77, Routledge , url, doi:10.1080/02619760903414116
(2010) A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England, Journal of Education for Teaching 36(2), p. 187-196, url, doi:10.1080/02607471003651722
(2010) Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education, Journal of Teacher Education 61(1-2), p. 89-99, pdf, doi:10.1177/0022487109347671
2009
(2009) Redefining teaching, re‐imagining teacher education, Teachers and Teaching 15(2), p. 273-289, url, doi:10.1080/13540600902875340
(2009) Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development, Journal of Education for Teaching 35(1), p. 19-32, url, doi:10.1080/02607470802587095
2008
(2008) New Partnerships for Learning: teachers’ perspectives on their developing professional relationships with teaching assistants in England, Journal of In-Service Education 34(1), p. 7-25, Routledge , url, doi:10.1080/13674580701828211
(2008) Professionalism, professionality and the development of education professionals, British Journal of Educational Studies 56(1), p. 20-38, doi:10.1111/j.1467-8527.2007.00392.x
(2008) Partnership, policy and politics: initial teacher education in England under New Labour, Teachers and Teaching 14(4), p. 307-318, url, doi:10.1080/13540600802037728
2007
(2007) The evaluation of the National Partnership Project in England: processes, issues and dilemmas in commissioned evaluation research, Journal of Education for Teaching 33(4), p. 471-483, url, doi:10.1080/02607470701603308
(2007) Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education, Oxford Review of Education 33(4), p. 503-519, Routledge , url, doi:10.1080/03054980701450928
(2007) Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK, Computers & Education 49(4), p. 1018-1036, doi:10.1016/j.compedu.2005.12.006
(2007) Initial teacher education as a driver for professional learning and school improvement in the primary phase, Curriculum Journal 18(3), p. 307-326, Routledge , url, doi:10.1080/09585170701589942
(2007) School–university partnerships for educational research—distinctions, dilemmas and challenges, Curriculum Journal 18(3), p. 327-341, url, doi:10.1080/09585170701589967
(2007) More than managing? The role of the Initial Teacher Training coordinator in schools in England, Teacher Development 11(3), p. 245-261, Routledge, url, doi:10.1080/13664530701644565
(2007) Bridging the University-School Divide: Horizontal Expertise and the "Two-Worlds Pitfall", Journal of Teacher Education 58(2), p. 138-152, doi:10.1177/0022487106297841
(2007) Who succeeds in teacher training?, Research Papers in Education 22(4), p. 465-482, doi:10.1080/02671520701651086
(2007) Improving partnerships between schools and universities: professional learning with benefits beyond preservice teacher education, Teacher Development 11(3), p. 277-294, Routledge, url, doi:10.1080/13664530701644581
2006
(2006) Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers, Journal of Education for Teaching: International Research and Pedagogy 32(3), p. 243-258, url, doi:10.1080/02607470600782252
(2006) Primary teachers’ perceptions of the impact of initial teacher training upon primary schools, Journal of In-Service Education 32(1), p. 33-45, Routledge , url, doi:10.1080/13674580500480057
2005
(2005) Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England, Journal of Education Policy 20(5), p. 555-581, doi:10.1080/02680930500221784
(2005) The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation, Journal of research on technology in education 37(4), p. 411-434, pdf, doi:10.1080/15391523.2005.10782446
2004
(2004) Do school inspections improve school quality? Ofsted inspections and school examination results in the UK, Economics of Education Review 23(2), p. 143-151, doi:10.1016/S0272-7757(03)00081-5
(2004) A comparative analysis of primary teacher professionalism in England and Finland, Comparative Education 40(1), p. 83-107, Taylor and Francis Ltd , url, doi:10.1080/0305006042000184890
2003
(2003) Student teachers' conceptions and evaluations of ‘theory’ in initial teacher training (ITT), Mentoring & Tutoring: Partnership in Learning 11(3), p. 245-261, url, doi:10.1080/1361126032000138300
2002
(2002) What is Teacher Development?, Oxford Review of Education 28(1), p. 123-137, url, doi:10.1080/03054980120113670
(2002) Providing Space for Teacher Renewal: The role of the facilitator in school-university partnerships, Asia-Pacific Journal of Teacher Education 30(3), p. 243-257, Carfax Publishing, url, doi:10.1080/1359866022000048402
2001
(2001) Impediments to Partnership: A literature review of school‐university links, Teachers and Teaching 7(2), p. 189-209, Taylor & Francis Group , url, doi:10.1080/13540600120054973
2000
(2000) On the reliability of OFSTED inspection of initial teacher training: a case study, British Educational Research Journal 26(1), p. 39-48, url
1999
(1999) Inspecting the Inspecting of Teacher Education in England and Wales, Journal of Education for Teaching 25(3), p. 215-219, doi:10.1080/02607479919501