Oral history in schools: practice as reflected in the Historical Association’s professional journals by Burn, K

Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators by Burn, K

Promoting critical conversations: The distinctive contribution of higher education as a partner in the professional preparation of new teachers by Burn, K

Constructing the curriculum of (initial) teacher education: when should new teachers be encouraged to ask critical questions? by Burn, K, Mutton, T

Does initial teacher education (in England) have a future? by Mutton, T, Burn, K

Doing things differently: responding to the ‘policy problem’ of teacher education in Wales by Mutton, T, Burn, K

Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015 by Burn, K, Childs, A

Making sense of teacher education in a globalising world: the distinctive contribution and challenges inherent in a socio-cultural approach by Burn, K, Menter, I

Learning in and across the professions by Burn, K, Edwards, A

Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education by Mutton, T, Burn, K, Menter, I

Preparation for family-school partnerships within initial teacher education programmes in England by Mutton, T, Burn, K, Thompson, I

Strengthening and sustaining professional learning in the second year of teaching by Burn, K, Mutton, T, Hagger, H

Learning to plan, planning to learn: the developing expertise of beginning teachers by Mutton, T, Hagger, H, Burn, K

The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years by Mutton, T, Burn, K, Molway, L

Making sense of learning to teach: learners in context by Mutton, T, Burn, K, Hagger, H

Surprising but not shocking: The reality of the first year of teaching by Hagger, H, Mutton, T, Burn, K

The complex development of student-teachers' thinking by Burn, K, Hagger, H, Mutton, T, Everton, T

Practice makes perfect? Learning to learn as a teacher by Hagger, H, Burn, K, Mutton, T, Brindley, S

School subject departments as sites for science teachers learning pedagogical content knowledge by Mcnicholl, J, Childs, A, Burn, K

¿Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos by Chapman, A, Burn, K, Kitson, A