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Beauchamp, C. & Thomas, L. (2009) Preparing prospective teachers for a context of change:

Reconsidering the role of teacher education in the development of identity, Cambridge Journal of Education, 39 (2), pp. 175–189.

Beck, C. & Kosnik, C. (2002) Components of a good practicum placement: Student teacher perception, Teacher Education Quarterly, 29 (2), pp. 81-99.

Beck, J. (2008) ‘Governmental Professionalism: Re-professionalising or de-professionalising teachers in England?’ British Journal of Educational Studies, 56 (2), pp. 119-143.

Beck, J. (2009) Appropriating professionalism: restructuring the official knowledge base of England’s ‘modernised’ teaching profession, British Journal of Sociology of Education, 30 (1), pp. 3-14.

Bekdemir, M. (2010) The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students, Educational Studies in Mathematics, 75 (3), pp. 311-328.

Belka, D. E., Lawson, H. A. & Cross-Lipnickey, S. C. (1991) An exploratory study of undergraduate recruitment into several major programs at one university, Journal of Teaching in Physical Education, 10 (3), pp. 286–306.

Benn, T. (2000) Muslim Women in teacher training: issues of gender, ‘race’ and religion, in Penney, D. (Ed.) Gender and Physical Education, London: Routledge, pp. 57 – 79.

Bennett, N. (1993) Knowledge bases for learning to teach, in: N. Bennett & C. Carré (Eds.) Learning to Teach, London: Routledge.

Bennett, N. and Carré, C. (Eds.) (1993) Learning to Teach, London: Routledge.

Ben-Peretz, M. (1995) Curriculum of teacher education programmes, in: L.W. Anderson (Ed.)

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Berry, J. (2009) Can there be an alternative to the centralized curriculum in England?

Improving Schools, 12 (1), pp. 33-41.

Bhaskar, R. (1979) The Possibility of Naturalism: A philosophical critique of the contemporary human sciences, Brighton: Harvester.

Bickerstaff, D. & Thompson, A.R. (2008) Interpretative Phenomenological Analysis (IPA): A Qualitative Methodology of Choice in Healthcare Research, Qualitative Research in Psychology, 5(3), pp. 214-224.

Biddle, S.J.H. (1997) Cognitive theories of motivation and the self, In K.R. Fox (Ed.) The physical self: From motivation to well-being, Champaign, IL: Human Kinetics, pp. 59-82.

Biddle, S.J.H. & Mutrie, N. (2001) Psychology of Physical Activity Determinants, Well-being and Interventions, London: Routledge.

Birley, G. & N. Moreland (1998) A Practical Guide to Academic Research, London: Kogan Page Ltd.

Blackburn, C. (2001) National Curriculum Physical Education implementation in primary schools: a case for specialist teachers, Bulletin of Physical Education, 37(1), pp. 47–62.

Blair, R. & Capel, S. (2008a) The use of coaches to cover planning, preparation and assessment time – some issues, Primary Physical Education Matters, 3(2), pp. ix–x.

Blair, R. & Capel, S. (2008b) Intended or unintended? Issues arising from the implementation of the UK Government’s 2003 Schools Workforce Remodelling Act, Perspectives in Education, 26 (2), pp. 105-121.

Blankenship, B., Tjeerdsma, C., & Coleman, M. (2009). An examination of “wash-out” and workplace conditions of beginning physical education teachers, Physical Educator, 66(2), pp.


Bleach, K. (1999) The Induction and Mentoring of Newly Qualified Teachers - A New Deal for Teachers, London: David Fulton Publishers.

Blenkin, G.M. & Kelly, A.V (1997) Principles into Practice in Early Childhood Education, Paul Chapman Publishing, London.

Blomeke., S., Suhl, U. & Kaiser, G. (2011) Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge, Journal of Teacher Education, 62 (2), pp. 154-171.

Bloomfield, D. (2010) Emotions and ‘getting by’: A pre-service teacher navigating professional experience, Asia-Pacific Journal of Teacher Education, 38 (3), pp. 221-234.

Bloot, R. & Browne, J. (1996) Reasons for the underrepresentation of females at Head of Department level in physical education in Government schools in Western Australia, Gender and Education, 8(1), pp. 81–101.

Blumenfeld-Jones, D. (1995) Fidelity as a criterion for practising and evaluating narrative inquiry, International Journal of Qualitative Studies in Education, 8 (1), pp. 25-33.

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Borger, H. & Tillema, H. (1996) Flexible Knowledge acquisition: learning to use knowledge in student teaching, Journal of Professional Studies, 3 (2), pp. 25-34.

Bourdieu, P. (1977) Outline of a theory of practice, Cambridge: Cambridge University Press.

Bourdieu, P. (1980) The logic of practice, Stanford, CA: Stanford University Press.

Bourdieu, P. (1986) The (three) forms of capital, in J. G. Richardson (Ed.) Handbook of theory and research in the sociology of education, New York: Greenwood Press.

Bourdieu, P. (1990) In other words: Essays towards a reflexive sociology, Cambridge: Polity Press.

Bourdieu, P. & Wacquant, L. (1999) On the Cunning of Imperialist Reason, Theory, Culture & Society, 16 (1), pp. 41-58.

Bowe, R., Ball, S. J. & Gold, A. (1992) Reforming education and changing schools: case studies in policy sociology, London: Routledge.

Boyle, B. & Bragg, J. (2006) A curriculum without foundation, British Educational Research Journal, 32 (4), pp. 569–582.

Bramald, R., Hardman, F., & Leat, D. (1995) Initial teacher trainees and their views of teaching and learning, Teaching and Teacher Education, 11, pp. 23-31.

Bramald, R., Hardman, F., Leat, D. & McManus, E. (1994) The importance of ‘bad’ lessons, in I. Reid, H. Constable, & R. Griffiths (Eds.) Teacher Education Reform, London: Paul Chapman Publishing.

Brekelmans, M., Levy, J., & Rodriguez, R. (1993) A typology of teacher communication style, In: T. Wubbels and J. Levy (Eds.) Do you know what you look like? Interpersonal relationships in education, pp. 46-55, London: Falmer.

Bridges, D. & T. McLaughlin (Eds.) (1994) Education and the market place, London: Falmer Press.

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British Sociological Association (2002) Statement of Ethical Practice for the British Sociological Association, Durham: BSA.

Britzman, D. (1993) The terrible problem of knowing thyself: Toward a poststructuralist account of teacher identity, Journal of Curriculum Theorizing, 9, pp. 23-46.

Britzman, D. (2003) Practice makes practice: a critical study of learning to teach (2nd edn.), New York: State University of New York.

Brooks, V., Barker, S. & Swatton, P. (1997) Quid Pro Quo? Initial Teacher Education in Secondary Schools, British Educational Research Journal, 23, pp.163-178.

Brown, D. (2005) An economy of gendered practices? Learning to teach Physical Education from the perspective of Pierre Bourdieu’s embodied sociology, Sport, Education & Society, 10 (1), pp. 3–23.

Brown, D., & Rich, E. J. (2002) Gender positioning as pedagogical practice in learning to teach physical education, in D. Penney (Ed.), Gender and physical education: Contemporary issues and future directions, pp. 80–100, London: Routledge.

Brown, J. S., Collins, A. & Duguid, P. (1989) Situated Cognition and the Culture of Learning, Educational Researcher 18(1), pp. 32–42.

Brown, M., Askew, M., Barker, D., Denvir, H. & Millett, A. (1998) Is the national numeracy strategy research-based? British Journal of Educational Studies, 46 (4), pp. 362-385.

Brown, T. & McNamara, O. (2011) Theorising Teacher identity, in: Brown, T. & McNamara, O. (Eds.) Becoming a Mathematics Teacher: Identity and identifications, Dordrecht: Springer.

Brumbaugh, J. (1987) A view of physical education: perceptions of 5 class teachers, Unpublished PhD thesis, University of North Carolina.

Bruner, J. (1986) Actual Minds, Possible Worlds, Cambridge, MA: Harvard University Press.

Bruner, J. (1990) Acts of meaning, Cambridge, MA: Harvard University Press.

Bryan, L. (2003) Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning, Journal of Research in Science Teaching, 40 (9), pp. 835-868.

Bryman, A. and Bell, E. (2007) (2nd edition) Business Research Methods, Oxford: Oxford University Press.

Bullough, R. (1997) Becoming a teacher: self and the social location of teacher education, in:

B.J.Biddle, T.L. Good & I. Goodson (Eds.) International handbook of teachers and learning, Dordrecht: Kluwer Academic.

Bullough, R. (2005) The quest for identity in teaching and teacher education, in G.

Hoban (Ed.) The missing links in teacher education design, pp. 237-258, Dordrecht: Springer.

Bullough, R.V. (2010) Ethical and moral matters in teaching and teacher education, Teaching and Teacher Education, 27 (1), pp. 21-28.

Bullough, R, & Gitlin, A. (1995) Becoming a student of teaching: Methodologies for exploring self and school context, New York: Garland.

Bullough, R.V. & Hall-Kenyon, K.M. (2011) The call to teach and teacher hopefulness, Teacher Development, 15 (2), pp. 127-140.

Bullough, R., Knowles, J.G. & Crow, N.A. (1991) Emerging as a teacher, London: Routledge.

Burgess, H. (2000) What future for initial teacher education? New Curriculum and new directions, The Curriculum Journal, 11 (3), pp. 405-417.

Burn, K., Hagger, H. & Mutton, T. (2000) Beyond Concerns with Self: the sophisticated thinking of beginning student teachers, Journal of Education for Teaching, 26(3), pp. 259Burn, K., Hagger, H. & Mutton, T. (2003) The Complex Development of Student-Teachers’ Thinking, Teachers and Teaching: Theory and Practice, 9 (4), pp. 309-331.

Burnett, C. (2006) Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative orientations, Research Papers in Education, 21 (3), pp. 315-333.

Burns, R., (1982) Self-concept development and education, London: Holt, Rinehart and Winston.

Burrell, G. & Morgan, G. (1979) Sociological paradigms and organizational analysis, London: Heinemann.

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Butt, R. Townsend, D. & Raymond, D. (1990) Bringing Reform to Life: Teachers’ stories and professional development, Cambridge Journal of Education, 20, pp. 255-268.

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Byrne, M. B. & Shavelson, R.J. (1996) On the structure of social self‐concept for pre, early and late adolescents: A test of the Shavelson, Hubner, and Stanton (1976) model, Journal of Personality and Social Psychology, 70, pp. 599–612.

Caelli, K. (2000) The changing face of phenomenological research: Traditional and American phenomenology in nursing, Qualitative Health Research, 10 (3), 366-377.

Caldecott, S., Warburton, P. & Waring, M. (2006a) A survey of the time devoted to the preparation of Primary and Junior School Trainee teachers to teach Physical Education in England, The British Journal of Teaching Physical Education, 37(1), pp. 45–48.

Caldecott, S., Warburton, P. & Waring, M. (2006b) A survey of the time devoted to the preparation of Primary and Junior School Trainee teachers to teach Physical Education in England, Physical Education Matters, 1(1), pp. 45–48.

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Calderhead (Ed.) Teachers’ Professional Learning, Basingstoke: Falmer.

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Campbell, A., McNamara, O., Furlong, J., Howson, J. & Lewis, S. (2007) The evaluation of the National Partnership Project in England: Processes, issues and dilemmas in commissioned evaluation research, Journal of Education for Teaching, 33(4), pp. 471–483.

Capel, S. (2000) Physical education and sport, in S. Capel and S. Piotrowski (Eds.) Issues in Physical Education, London: Routledge, pp. 131-143.

Capel, S. (2005) Teachers, Teaching and Pedagogy, in K. Green & K. Hardman (Eds.) Physical Education, essential issues, London: Sage.

Capel, S. & Blair, R. (2007) Making physical education relevant: increasing the impact of initial teacher training, London Review of Education, 5 (1), pp. 15-34.

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Carney, C. & Armstrong, N. (1996) The Provision of Physical Education in Primary Initial Teacher Training Courses in England and Wales, European Physical Education Review, 2(1), pp. 64-74.

Carney, C. & Chedzoy, S. (1998) Primary Student Teacher Prior Experiences and Their Relationship to Estimated Competence to Teach the National Curriculum for Physical Education, Sport Education and Society, 3 (1), pp. 19-36.

Carney, C. & Guthrie, J. (1999) Provision of Physical Education in Primary Education Initial Teacher Training Courses in Scotland, European Journal of Physical Education 4 (2), pp.


Carr, W. & Kemmis, S. (1986) Becoming Critical: knowing through action research, London:

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(Ed) Physical Education, Sport and Schooling- Studies in the Sociology of Physical Education, Lewes, Falmer Press, pp. 215 – 224.

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Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd edn.), New York: Simon & Schuster Macmillan.

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