Learning to plan, planning to learn: The developing expertise of beginning teachers

Teachers and Teaching: Theory and Practice

Volumn 17, Issue 4, 2011, Pages 399-416

  Mutton, Trevor ^a   Hagger, Hazel ^a   Burn, Katharine ^b  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

beginning teachers; lesson planning; teacher education; teacher induction

Indexed keywords

EID: 79960773230     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2011.580516     Document Type: Article

References (36)

1. Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education.s Oxford: Blackwell.
2. Beyerbach, B. (1988). 'Developing a technical vocabulary on teacher planning: Pre-service teachers' concept maps. Teaching and Teacher Education, 4(4), 339-347.
3. Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press.
4. Burn, K. (1997). Learning to teach: The value of collaborative teaching. In D. McIntyre (Ed.), Teacher education research in a new context: The Oxford internship scheme (pp. 145-161). London: Paul Chapman.
5. Burn, K., Hagger, H., & Mutton, T. (2007). Learning from experience: The focus and orientations of beginning teachers' learning. Paper presented at the British Educational Research Association Conference, University of London, September.
6. Burn, K., Mutton, T, & Hagger, H. (2010). Strengthening and sustaining learning in the second year of teaching. Oxford Review of Education, 36(6), 639-659.
7. Calderhead, J. (1996). Teachers' beliefs and knowledge. In D. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Simon and Schuster, Macmillan.
8. Clark, CM., & Dunn, S. (1991). Second generation research on teachers' planning, intentions, and routines. In H.C. Warren & H.J. Walberg (Eds.), Effective teaching: Current research (pp. 183-200). Berkeley, CA: McCatchum.
9. Clark, C, & Lampert, M. (1986). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37(5), 27-31.
10. Clark, C, & Peterson, P. (1986). Teachers' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillan.
11. Clark, CM, & Yinger, R.J. (1979). Three studies of teaching planning. East Lansing, MI: Institute for Research on Teaching, Michigan State University.
12. Cooper, P., & McIntyre, D. (1995). The crafts of the classroom: Teachers' and students' accounts of the knowledge underpinning effective teaching and learning in classrooms. Research Papers in Education, 10(2), 181-216.
13. Department for Education and Employment (DfEE). (1998a). High status, high standards Circular 4/98. London: HMSO.
14. Department for Education and Employment (DfEE). (1998b). The national literacy strategy: A framework for teaching. London: DfEE.
15. Department for Education and Employment (DfEE). (1999). The national numeracy strategy: A framework for teaching. London: DfEE.
16. Department for Education and Skills (DfES). (2002a). Key stage 3 national strategy. Training materials for the foundation subjects. London: DfES.
17. Department for Education and Skills (DfES). (2002b). Qualifying to teach: Professional standards for qualified teacher status and requirements for initial teacher training. London: Teacher Training Agency.
18. Dunn, T.G., & Shriner, C. (1999). Deliberate practice in teaching: What teachers do for self-improvement. Teaching and Teacher Education, 15(6), 631-651.
19. Elliott, J. (2001). Making evidence-based practice educational. British Educational Research Journal, 27(5), 555-574.
20. Eurydice. (2002). The teaching profession in Europe: Profile trends and concerns. Report 1: Initial training and transition to working life. Brussels: European Commission.
21. Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
22. Guillame, A.M., & Rudney, G.L. (1993). Student teachers' growth towards independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
23. Hagger, H., Burn, K., Mutton, T, & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher Oxford Review of Education, 34(2), 159-178.
24. Harrison, J., Lawson, T, & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6 (3), 419-441.
25. Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
26. John, P. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498.
27. Koeppen, K. (1998). The experiences of a secondary social studies student teacher: Seeking security by planning for self. Teaching and Teacher Education, 14(4), 401-411.
28. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
29. Leinhardt, G. (1988). Expertise in instructional lessons: an example from fractions. In D.A. Groouws & T.J. Cooney (Eds.), Perspectives on research on effective mathematics teaching (pp. 47-66). Hillsdale, NJ: Erlbaum.
30. Miles, MB., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
31. Mutton, T, Burn, K., & Hagger, H. (2010). Making sense of learning to teach: Learners in contextThe reference Mutton et al. (2010) is provided in the reference list but not cited in the text. Please provide the citation or delete it from the reference list.. Research Papers in Education, 25(1), 73-91.
32. Rust, F.O. (1994). The first year of teaching; it's not what they expected. Teaching and Teacher Education, 10(2), 205-217.
33. Sardo-Brown, D. (1996). A longitudinal study of novice secondary teachers' planning: Year two. Teaching and Teacher Education, 12(5), 519-530.
34. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA, Jossey-Bass.
35. Training and Development Agency for Schools. (2007). The Professional standards for qualified teacher status and requirements for initial teacher training. London: Training and Development Agency for Schools.
36. Westerman, D.A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305.