A Companion to Research in Teacher Education

(Tina Sui) #1

Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices.
Learning, Culture and Social Interaction, 1(1), 22–32.
Edwards, A., Gilroy, P., & Hartley, D. (2002).Rethinking teacher education: An interdisciplinary
analysis. London: Falmer.
Ellis, V., Edwards, A., & Smagorinsky, P. (Eds.). (2010).Learning teaching: Cultural historical
perspectives on teacher education and development. London: Routledge.
Ellis, V., McNicholl, J., Blake, A., & McNally, J. (2014). Academic work and proletarianisation:
A study of higher education-based teacher educators.Teaching and Teacher Education, 40(2),
33 – 43.
Evetts, J. (2009). New professionalism and new public management: Changes continuities and
consequences.Comparative Sociology, 8, 247 – 266.
Gonzalez, L., & Carter, K. (1996). Correspondence in cooperating teachers’and student teachers’
interpretations of classroom events.Teaching and Teacher Education, 12(1), 39–47.
Hedegaard, M. (2012). The dynamic aspects in children’s learning and development. In M.
Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development:
Cultural-historical approaches(pp. 9–27). New York: Cambridge University Press.
Hermansen, H. (2014). Recontxtualising assessment resources for use in local settings: Opening up
the black box of teachers’knowledge work.The Curriculum Journal, 25(4), 470–494.
Leont’ev, A. N. (1978). The problem of activity in psychology. InActivity, consciousness and
personality. Upper Saddle River, NJ: Prentice Hall. Available online athttp://Marxists.anu.edu.
au/archive/leontev/works/1978. April 29, 2004.
Sannino, A., & Engeström, Y. (in press). Relational agency, double stimulation and the object of
activity; An intervention study in a primary school. In A. Edwards (Ed.),Working relationally
in and across practices: Cultural-historical approaches to collaboration. Cambridge:
Cambridge University Press.
van Huizen, P., van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher
education.Journal of Curriculum Studies, 37(3), 267–290.
Vygotsky, L. S. (1997).Educational psychology. Boca Raton, FL: St. Lucie Press.
Zeichner, K., Payne, K., & Brayko, K. (2015). Democratizing teacher education.Journal of
Teacher Education, 66(2), 122–135.


Author Biography


Anne Edwardsis Professor Emerita at the University of Oxford Department of Education. She is
co-founder of the Oxford University Centre for Socio-cultural and Activity Theory Research
(OSAT) and holds honorary degrees from the Universities of Helsinki and Oslo. She has written
extensively on learning in the professions.


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