argument for multi-method research-designs that are at least co-constructed with
school-based teacher educators, and allow for the accumulated insights that can be
generated through multiple cases, drawn from different contexts.
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Author Biographies
Katharine Burnis Associate Professor of Education at the University of Oxford, with particular
interests in history education and teachers’professional learning. She is also Director of the Oxford
Education Deanery—a multi-strand partnership between the university and local schools that
encompasses initial teacher education, teachers’continuing professional development and research
collaboration.
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