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Matt Cochrane is Senior Lecturer in Education at Edge Hill University. He is a co-author of Teaching Science (2009).
Linda Dunne is Senior Lecturer and Research Fellow at Edge Hill University. She is a member of the British Educational Research Council.
About the Contributors | p. vii |
Preface | p. xiii |
Acknowledgements | p. xv |
Introduction | p. 1 |
New Voices: Beginning Researchers Apply Theory | p. 11 |
Learning and Maintaining Professional Expertise Within a Multi-Professional Critical Care Team | p. 15 |
The 'Q' Standards and Initial Teacher Training: The Discursive Formation of Teachers and their Trainers | p. 31 |
Power and Status Theories in Teachers' Professional Development | p. 47 |
The Process of Technology Learning: Applying Bruner's Theory on Play, Discovery and Cultural Learning to the Acquisition of ICT Capability | p. 61 |
Emergent Voices: Accounts by Researchers Becoming Familiar with the Use of Theory | p. 75 |
Teachers' Professional Identity: Theoretical Perspectives on Workplace Learning in the Teaching Context | p. 81 |
Children's University Aspirations and the Effects of Cultural and Social Capital | p. 95 |
Finding Theory Through Collaborative Research | p. 109 |
How Applying a Discourse-Based Approach to Investigate Inclusion Changed a Research Project and a Way of Thinking | p. 123 |
Voices of Experience: Accounts by Researchers Versed in the Use of Theory | p. 139 |
Should I be Singing This, and if So, How High?: Theoretical Approaches to Boyhood and Masculinity | p. 145 |
Theorizing from Bricolage: Researching Collaboration in Art and Design Education | p. 157 |
Constructivism and the Pedagogy of Teacher Education: Reflections on Practice | p. 175 |
Developing Professional Practice through Action Research: Theory-Generative Approaches in Practitioner Research | p. 189 |
Art Practice as Education Research | p. 203 |
Postscript | p. 219 |
Index | p. 221 |
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