This document provides a list of resources related to the theme of ITE (Initial Teacher Education) pedagogy. It was originally compiled based on recommendations from participants at workshops in the UK in 2012. The list contains over 30 references to publications, websites and other materials relevant to teaching about teaching. The resources cover topics like teacher educator professional development, the relationship between theory and practice, and developing pedagogical approaches in ITE programs. The list is intended as a starting point for those interested in the field, but is not meant to be exhaustive.

1. Theme: ITE Pedagogy
This is one of 11 lists of themed resources originally created as a result of recommendations by participants at a series of eight HEA workshops held around England in spring/summer 2012. In this sense, they form a record of the views of the particular contributors, and are not intended to be exhaustive, or exclusive.
Lists are in alphabetical order, and enough information is included in the referencing to allow resources to be located readily. If the individual resources are to be used (in course documentation, academic work, etc.), you may need to adapt this to fit your own institutional requirements.
Updated 19 September 2014
BERA/RSA (2014) Research and Teacher Education. Available at
http://www.bera.ac.uk/project/research-and-teacher-education
Berry, A. (2009) Professional self-understanding as expertise in teaching about teaching, Teachers and Teaching: theory and practice, 15:2, 305-318.
Birmingham City University (no date) SHAREVILLE (Virtual Town with Virtual Primary School, Children’s Centre and College). Available at http://shareville.bcu.ac.uk/index.php?q=district/kings-langford.
Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity, Professional Development in Education, 36:1-2, 9-24.
Boyd, P., Harris, K. & Murray, J. (2011) Becoming a Teacher educator: guidelines for induction (2nd edition). Bristol: ESCalate. Available at http://escalate.ac.uk/downloads/8508.pdf.
Bronkhorst, L. H, Meijer, P. C., Koster, B. & Vermunt, J. D. (2011) Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education, 27, 1120-1130.
Buitink, J. (2009) What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25, 118–127.
Bullock, S. M. (2009) Learning to think like a teacher educator: making the substantive and syntactic structures of teaching explicit through self-study, Teachers and Teaching: theory and practice, 15:2, 291-304.

2. Bullock, S. & Ritter, J. (2010) The Turning Point: Troubling the Transition into Academia through Collaborative Self-Study. Eighth International Conference on Self- Study of Teacher Education Practices (S-STEP): Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education. Provoh, Utah: Brigham Young University. 45-48.
Cameron & Baker (2004) Research on Initial Teacher Education in New Zealand: 1993- 2004. Literature Review and Annotated Bibliography. Ministry of Education, New Zealand.
Canterbury Christ Church University (no date) Mentor Online Support System. Available at http://www.canterbury.ac.uk/education/mentors/.
Cheng M. M. H., Tang S. Y. F. & Cheng A. Y. N. (2012) Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher Education, 28, 781-790.
Cochran-Smith, M. & Lytle, S. L. (1999) Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249-305.
Colucci-Gray, L. & Fraser, C. (2008) Contested Aspects of Becoming a Teacher: teacher learning and the role of subject knowledge. European Educational Research Journal, 7:4, 475-486.
Ellis, V. (2010) Impoverishing experience: the problem of teacher education in England. Journal of Education for Teaching: International research and pedagogy, 36:1, 105-120.
European Agency for Development in Special Needs Education (2010) Teacher Education for Inclusion – International Literature Review. Odense, Denmark: European Agency for Development in Special Needs Education. Available at https://www.european-agency.org/admin/agency-projects/Teacher-Education-for- Inclusion/teacher-education-web-files/TE4I-Literature-Review.pdf.
Field, S. (2012) The trials of transition, and the impact on pedagogy new teacher educators, Professional Development in Education, 38:5, 811-826.
Fisher, A., Russell, K., MacBlain, S., Purdy, N., Curry, A. & MacBlain, A. (2010) Re- examining the culture of learning in ITE: engaging with new demands 21st century. Critical and Reflective Practice in Education, 2, 92 – 102. Available at http://www.marjon.ac.uk/research/criticalandreflectivepracticeineducation/volume2/Fisher%20et%20al%20CRPE%20v02.pdf
Forsythe, S. & Tas, M. (2010) A collaborative action research project to support Mathematics and Science PGCE students with Masters level writing. Available at http://194.81.189.19/ojs/index.php/TEAN/article/view/62 & http://194.81.189.19/ojs/index.php/TEAN/article/view/62/74.

3. Grossman, P., Hammerness, K. & McDonald, M. (2009) ‘Redefining teaching, re‐ imagining teacher education’, Teachers and Teaching: Theory and Practice, 15:2, 273- 289.
GTCE/TLRP/ESRC/Andrew Pollard (2010) Professionalism and pedagogy: A contemporary opportunity. Available at http://www.tlrp.org/pub/documents/TLRPGTCEProf&Pedagogy.pdf.
Hau-Fai Law, E., Joughin, G., Kennedy, K. J., Harrison, T. & Yu, W.M. (2007) Teacher educators’ pedagogical principles and practices: Hong Kong perspectives, Teaching in Higher Education, 12:2, 247-261.
Kari Smith’s faculty page at the University of Bergen www.uib.no/persons/Kari.Smith.
Kessels, J. P. A. M. & Korthagen, F. A. J. (1996) The Relationship between Theory and Practice: Back to the Classics. Educational Researcher, 25:3, 17-22.
Korthagen, F., Loughran, J. & Russell, T. (2006) Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020– 1041.
Korthagen, F., Loughran, J. & Lunenberg, M. (2005) Editorial: Teaching teachers – studies into the expertise of teacher educators: an introduction to this theme issue. Teaching and Teacher Education, 21, 107-115.
Lampert, M. (2010) Learning Teaching in, from, and for Practice: What Do We Mean? Journal of Teacher Education, 61:1-2, 21–34.
Loughran, J. (2006) Developing a Pedagogy of Teacher Education: Understanding teaching and learning about teaching. Oxon: Routledge.
Loughran, J. (2009) Is teaching a discipline? Implications for teaching and teacher education, Teachers and Teaching: theory and practice, 15:2, 189-203.
Lunenberg, M. & Korthagen, F. A. J. (2003) Teacher educators and student-directed learning. Teaching and Teacher Education, 19, 29–44.
Lunenberg, M. & Korthagen, F. A. J. (2009): Experience, theory, and practical
wisdom in teaching and teacher education. Teachers and Teaching, 15:2, 225-240.
McKeon, F. & Harrison, J. (2010) Developing pedagogical practice and professional identities of beginning teacher educators, Professional Development in Education, 36:1- 2, 25-44.

4. McPhee, A. (2002) Problem based learning in initial teacher education: taking the agenda forward, The Journal of Educational Inquiry, 3(1).
Martin, A. K. & Russell, T. (2009): Seeing teaching as a discipline in the context of preservice teacher education: insights, confounding issues, and fundamental questions. Teachers and Teaching, 15:2, 319-331.
Mueller, A. (2003) Looking Back and Looking Forward: Always becoming a teacher educator through self-study. Reflective Practice, 4:1, 67-84.
Murray, J. & Male, T. (2005) Becoming a teacher educator: evidence from the field, Teaching and Teacher Education, 21(2), 125-142.
Russell, T. & Loughran, J. (eds) (2007) Enacting a Pedagogy of Teacher Education: Values, relationships and practices. Oxon: Routledge.
Shagrir, L. (2010) Professional development of novice teacher educators: professional self, interpersonal relations and teaching skills, Professional Development in Education, 36:1-2, 45-60.
Segall, A. (2001) Re-thinking Theory and Practice in the Preservice Teacher Education Classroom: Teaching to learn from learning to teach. Teaching Education, 12:2, 225-242.
Shulman, L. S. (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review. 57:1, 1-22. Available at http://digilib.bc.edu/reserves/ed711/shir/ed71109.pdf.
Swennen, A., Lunenberg, M. & Korthagen, F. (2008) Preach what you teach! Teacher educators and congruent teaching, Teachers and Teaching: theory and practice, 14:5-6, 531-542.
Taylor, A. (2008) Developing understanding about learning to teach in a
university–schools partnership in England. British Educational Research Journal, 34:1, 63-90.
Teachers TV (no date) ITE Lecture series (14 videos). Available at www.teachersmedia.co.uk/series/the-teachers-TV-ITE-lectures.
Ure, C. L. (2010) Reforming teacher education through a professionally applied study of teaching. Journal of Education for Teaching, 36:4, 461-475.
Van Huizen, P., van Oers, B. & Wubbels, T. (2005) A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37:3, 267-290.
White, E. (2011) Working towards explicit modelling: experiences of a new teacher educator. Professional Development in Education, 37:4, 483-497.

5. White, E. (2012) Exploring the professional development needs of new teacher educators situated solely in school: pedagogical knowledge and professional identity. Professional Development in Education. DOI 10.1080/19415257.2012.708667.
White, E. & Jarvis, J. (2012) School-based Teacher Training: A handbook for students and mentors. London: Sage. ISBN: 9781446254653.