The role of teacher identities in learning to teach primary literacy

Educational Review

Volumn 56, Issue 2, 2004, Pages 157-164

  Twiselton, Samantha ^a,b  

^a UNIVERSITY OF CUMBRIA   (United Kingdom)

^b Yan Crag Crook   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042857527     PISSN: 00131911     EISSN: None     Source Type: Journal    
DOI: 10.1080/0031910410001693245     Document Type: Review

References (8)

1. ASKEW, M., BROWN, M., RHODES, V., WILLIAM, D. & JOHNSON, D. (1997) Effective Teachers of Numeracy (London, TTA).
2. BOURDIEU, P. (1977) Outline of a Theory of Practice (Cambridge, Cambridge University Press).
3. BRUNER, J. (1966) Towards a Theory of Instruction (Cambridge, MA, Harvard University Press).
4. COLE, M. & ENGESTRÖM, Y. (1993) A cultural-historical approach to distributed cognition, in: G. SALOMAN (Ed.) Distributed Cognitions: psychological and educational considerations (Cambridge, Cambridge University Press).
5. EDWARDS, A. & PROTHEROE, L. (in press) Teaching by proxy: understanding how mentors are positioned in partnerships, Oxford Review of Education.
6. KRAUS, R. M. & FUSSELL, S. R. (1991) Constructing shared communicative environments, in: L. RESNICK, J. LEVINE & S. TEASLEY (Eds) Perspectives on Socially Shared Cognition (Pittsburgh, PA, American Psychological Association).
7. TWISELTON, S. (1999) Literacy activities - purposeful tasks or ways of keeping busy?, in: H. COOPER & R. HYLAND (Eds) Children's Perceptions of their Learning with Trainee Teachers (London, Routledge).
8. TWISELTON, S. (2000) Seeing the wood for the trees: the National Literacy Strategy and Initial Teacher Education; pedagogical content knowledge and the structure of subjects, The Cambridge Journal of Education, 30(3), pp. 391-403.