120
Habermas, J. (1996). Between facts and norms (William Rehg, Trans.). Cambridge, MA: MIT
Press.
Hadley, F., & Andrews, R. (2012). Investigating a theory of practice: Diploma students traversing
their first professional experience placement at university. Preliminary findings. Paper pre-
sented at the proceedings of the Australian Association for Research in Education Conference,
Sydney, University of Sydney. http://www1.aare.edu.au/pages/static/conference.aspx?y=2012
Heidegger, M. (1962/1927). Being and time (J. Macquarrie & E. Robinson, Trans.). New York:
SCM Press.
Heikkinen, H. L. T., Tynjälä, P., & Kiviniemi, U. (2011). Integrative Pedagogy in Practicum:
Meeting the second order paradox of teacher education. In M. Mattsson, T. V. Eilertsen, &
D. Rorrison (Eds.), A practicum turn in teacher education (pp. 91–112). Dordrecht, The
Netherlands: Sense Publishers.
Hudson, P. (2013). Strategies for mentoring pedagogical knowledge. Teachers and Teaching,
19 (4), 363–381.
Kampylis, P. (2010). Fostering creative thinking: The role of primary teachers. Jyväskylä, Finland:
University of Jyväskylä.
Kemmis, S., & McTaggart, R. (2005). Communicative action and the public sphere. The Sage
handbook of qualitative research, 3, 559–603.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Singapore,
Singapore: Science & Business Media. Springer.
Kemmis, S., & Smith, T. (2008). In S. Kemmis & T. Smith (Eds.), Praxis and praxis development.
Enabling praxis: Challenges for education. Rotterdam, The Netherlands: Sense.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014).
Changing practices, changing education. Singapore, Singapore: Science & Business Media.
Springer.
Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice.
Action research in practice: Partnerships for social justice in education, 1, 21–36.
Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and
sustainable university–school partnerships: Beyond determined efforts by inspired individuals.
Canberra, Australia: Teaching Australia.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge,
UK: Cambridge University Press.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education,
25 (5), 717–723.
Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service
teacher education: Reconstructing the past to embrace the future. Teaching and Teacher
Education, 24(7), 1799–1812.
Lingard, B., Nixon, J., & Ranson, S. (2011). Transforming learning in schools and communities:
The remaking of education for a cosmopolitan society. A&C Black.
Mattsson, M., Eilertsen, T. V., & Rorrison, D. (2011). What is practice in teacher education? In
M. Mattsson, T. V. Eilertsen, & D. Rorrison (Eds.), A practicum turn in teacher education
(pp. 1–18). Rotterdam, The Netherlands: Sense Publishers.
Merleau-Ponty, M. (1962/1945). Phenomenology of perception (C. Smith, Trans.). London:
Routledge & Kegan Paul.
Meyer, M., & Wood, L. (2017). A critical reflection on the multiple roles required to facili-
tate mutual learning during service-learning in creative arts education. Teaching in Higher
Education, 22(2), 158–177.
Prentice, R. (2000). Creativity: A reaffirmation of its place in early childhood education, creativity:
A reaffirmation of its place in early childhood education. Institute of Education, University of
London. Curriculum Journal, 11(2), 145–158.
Sandberg, J., & Dall’Alba, G. (2009). Returning to practice anew: A lifeworld perspective.
Organisation Studies, 30, 1349–1368.
M. O’Brien et al.