«LEARNING TO TEACH PHYSICAL EDUCATION IN PRIMARY SCHOOLS: THE INFLUENCE OF DISPOSITIONS AND EXTERNAL STRUCTURES ON PRACTICE by Ian Pickup, BA (QTS) A ...»
Casbon, C. (2006) The secret behind achievement, Physical Education Matters 1 (1), pp. 15– 17.
Cassidy, T. & Tinning, R. (2004) “Slippage” is Not a Dirty Word: Considering the usefulness of Giddens’ notion of knowledgeability in understanding the possibilities for teacher education, Teaching Education, 15 (2), pp. 175-188.
Catling, S. & Martin, F. (2011) Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies, The Curriculum Journal, 22 (3), pp. 317-335.
CCPR/NAHT (1992) National Survey of Physical Education in Primary Schools, A Sporting Chance? London: CCPR/NAHT.
Central Advisory Council for Education in England (1967) Children and their primary schools (The Plowden Report), London: HMSO.
Chapman, C. & Gunter, H.M. (Eds.) (2009) Radical Reforms: public policy and a decade of educational reform, London: Routledge.
Chapman, E., & Smith, J. A. (2002) Interpretative phenomenological analysis and the new genetics, Journal of Health Psychology, 7, pp. 125–130.
Chappell, A. (2006) Safe practice, risk assessment and risk management, in: S. Capel, P.
Breckon & J. O’Neill (Eds) A practical guide to teaching physical education in secondary school, London: Routledge, pp. 100-119.
Cheng, M. M. H., Cheng, A. Y. N. & Tang, S. Y. F. (2010) Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong, Journal of Education for Teaching, 36 (1), pp. 91-104.
Chitty, C., & J. Dunford (Eds.) (1999) State schools: New Labour and the Conservative legacy, London: Woburn Press.
Chong, S. & Low, E-L. (2009) Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase, Educational Research for Policy and Practice, 8 (1), pp. 59-72.
Chong, S. & Low, E-L. & Goh, K. C. (2011) Emerging Professional Teacher Identity of Preservice Teachers, Australian Journal of Teacher Education, 36 (8), article 4.
Clandinin, D. J. & Connelly, F. M. (1995) Teachers’ professional knowledge landscapes, New York: Teachers College Press.
Clare, L. (2003) Managing threats to self: awareness in early stage Alzheimer’s disease, Social Science and Medicine, 57, pp. 1017-1029.
Clark, C.M. (2002) New questions about student teaching, Teacher Education Quarterly, 29 (2), pp. 77-80.
Clarke, A. & Hubball, H.T. (2001). Physical Education Methods Course as an Immersion Experience in an Elementary Setting, Avante, 7(2), pp. 11-27.
Clay, G. (1999) Movement backwards and forwards: the influence of government on PE—an HMI perspective, The British Journal of Physical Education, 30(4), pp. 38–41.
Clayton, L. B. (1999) Preservice elementary classroom teachers' perceptions of past movement experiences: physical education experiences compared to recreation or athletics experiences [meeting abstract], Research Quarterly.
Cochran, K. F., King, R. A., & DeRuiter, J. A. (1993) Pedagogical content knowledge: An integrative model for teacher preparation, Journal of Teacher Education, 44(4), pp. 263–272.
Cockburn, C. & Clarke, G. (2002) "Everybody's looking at you!": Girls negotiating the 'femininity deficit' they face in physical education, Women's Studies International Forum, 25, (6), pp. 651-665.
Coffey, A & Atkinson, P. (1996) Making sense of qualitative data: Complementary research strategies, London: Sage.
Cohen, L., Manion, L. & Morrison, K. (2003) Research Methods in Education (5th Ed.), London: RoutledgeFalmer.
Coldron, J. & Smith, R. (1999) Active location in teachers: Construction of their professional identities, Journal of Curriculum Studies, 31 (6), pp. 711-726.
Cole, A. L. & Knowles, J. G. (2000) Researching teaching: exploring teacher development through reflexive inquiry, Boston: Allyn and Bacon.
Collay, M. (1998) Recherche: Teaching our life histories, Teaching and Teacher Education, 14(3), pp. 245-255.
Colley, H., James, D. & Diment, K. (2007) Unbecoming teachers: towards a more dynamic notion of professional participation, Journal of Education Policy, 22 (92), pp. 173-193.
Colley, H., James, D., Tedder, M. & Diment, K. (2003) Learning as becoming in vocational education and training: class, gender and the role of vocational habitus, Journal of Vocational Education and Training, 55 (4), pp. 471-496.
Connell, R.W. (1995) Masculinities, London: Polity Press.
Connelly, F. M. & Clandinin, D. J. (1999) Shaping a professional identity: stories of educational practice, New York: Teachers College Press.
Conway, P. & Clarke, C. (2003) The journey inward and outward: A re-examination of Fuller's concerns-based model of teacher development, Teaching and Teacher Education 19 (5), pp. 465–482.
Cooley, C.H. (1902) The Looking-Glass Self, in C. Lemert (Ed.) (2010) Social Theory: The Multicultural Readings, Philadelphia: Westview Press.
Corrigan, P. & Peace, J. (1996) Use theory? Use theory! Mentoring and Tutoring, 4, pp. 23– 31.
Council for Subject Associations (2011) Comments on Review of Teaching Standards, Corsham: CFA.
Craib, I. (1992) Anthony Giddens, New York: Routledge.
Crum, B. J. (1993) Conventional thought and practice in physical education: problems of teaching and implications for change, QUEST, 45, pp. 336-356.
Curtner-Smith, M.D. (1998) Influence of Biography, Teacher Education, and entry into the workforce on the perspectives and practises of first-year elementary school physical education teachers, European Journal of Physical Education, (3), pp. 75-98.
Curtner-Smith, M.D. (1999) The more things change the more they stay the same: factors influencing teachers’ interpretations and delivery of national curriculum physical education, Sport, Education and Society, 4 (1), pp. 5-97.
Curtner-Smith, M. D., Hastie, P. A. & Kinchin, G. D. (2008) Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education, Sport Education and Society, 13(1), pp. 97-113.
Dadds, M. (1996) Passionate Enquiry and School Development: a story about teacher action research, London: Falmer Press.
Danielewicz, J. (2001) Teaching selves: identity, pedagogy, and teacher education, Albany, NY: State University of New York Press.
Database of Teacher Records (2004) School Workforce in England, London: DfE.
Datta, L. (1994) The paradigm wars, in: C.S. Reichardt & S. F. Rallis (Eds.), The QualitativeQuantitative Debate: New Perspectives, San Francisco: Jossey-Bass.
Davies, H. J. (1999) Standards in physical education in England at Key Stage 1 and Key Stage 2: past, present and future, European Review of Physical Education, 4 (2), pp. 173-188 Day, C. (1999) Developing teachers: The challenges of lifelong learning, London: Falmer Press.
Day, C. (2000) Teachers in the Twenty-first century: Time to renew the vision, Teachers and Teaching: Theory and Practice, 6 (1), pp. 101 – 115.
Day, C. (2004) A Passion for teaching, London: Routledge Falmer.
Day, C. (2011) Uncertain Professional Identities: Managing the Emotional Contexts of teaching, in: Day, C. & Lee, J. C. K. (Eds.) New understandings of Teacher’s Work: Emotions and Educational Change, London: Springer.
Day, C., Kington, A., Gu, Q., Sammons, P. & Stobart, G. (2005) Variations in teacher’s work and lives: relationships between career phase, identity and effectiveness. Symposium paper presented at the Annual Conference of the British Educational Research Association, Glamorgan, September.
Day, C., Kington, A., Stobart, G. & Sammons, P. (2006) The personal and professional selves of teachers: stable and unstable identities', British Educational Research Journal, 32 (4), pp. 601 — 616.
Day, C. & Lee, J. C. K. (Eds.) (2011) New understandings of Teacher’s Work: Emotions and Educational Change, London: Springer.
DeCorby, K., Halas, J., Dixon, S., Wintrup, L. & Janzen, H. (2005) Classroom teachers and the challenges of delivering quality physical education, The Journal of Educational Research, 98(4), pp. 208–220.
Deleuze, G. & Guattari, F. (1987) A Thousand Plateaus: capitalism and schizophrenia, Minneapolis, MN: University of Minnesota Press.
Delpit, L. (1995) Other people’s children: Cultural conflict in the classroom, New York: The New Press.
Demaine, J. (ed.) (2002) Education Policy and Contemporary Politics, London: Palgrave.
Denzin, N. K. (1999a) Biographical Research Methods, in J. P. Keeves & G. Lakomski (Eds.) Issues in Educational Research, Oxford: Elsevier Science Ltd., pp. 92-102.
Denzin, N.K. & Lincoln, Y.S. (Eds.) (1994) Handbook of Qualitative Research, London:
Denzin, N.K. & Lincoln, Y.S. (1998) The Landscape of Qualitative research: theories and issues, London: Sage.
Department for Children Families and Schools (2007) The Children’s Plan: Building brighter futures, The Department for Children Schools and Families, London: The Stationery Office.
Department for Children Families and Schools (2008) Physical education and sport strategy for young people, London: DCSF.
Department for Children Families and Schools (2009) The Independent Review of the Primary Curriculum, London: DCFS.
Department for Education (1989) The National Curriculum, London: HMSO.
Department for Education (1992) The New Requirements for Initial Teacher Training (Circular 9/92), London, DfE.
Department for Education (1993) The Initial Teacher Training of Primary School teachers:
new criteria for course approval (circular 14/93), London: DFE.
Department for Education (2010a) The Importance of Teaching, London: DfE.
Department for Education (2010b) A new approach for school sports - decentralising power, incentivising competition, trusting teachers, London: DfE.
Department for Education (2011a) National Curriculum Review Launched, internet accessed 20 January 2011, available at:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum/a00 73149/national-curriculum-review-launched, accessed on 1st July 2011.
Department for Education (2011b) Training Our Next Generation of Outstanding Teachers, London: DfE.
Department for Education (2011c) Training Our Next Generation of Outstanding Teachers:
Implementation Plan, London: DfE.
Department for Education / TNS-BMRB (2010) PE and Sport Survey, 2009-10, London:
Department for Education and Employment (1992) Curriculum organisation and classroom practice in primary schools, London: HMSO.
Department for Education and Employment (1997a) National Literacy Strategy, London:
Department for Education and Employment (1997b) Circular 10/97: Training Curriculum and Standards for New Teachers, London: TTA.
Department for Education and Employment (1997c) Excellence in Schools, London: DfEE.
Department for Education and Employment (1998a) Circular 4/98: Standards for the Award of Qualified Teacher Status, London: TTA.
Department for Education and Employment (1998b) Teachers: Meeting the challenge for change, London: DfEE.
Department for Education and Employment (1999) National Numeracy Strategy, London:
Department for Education and Employment (2001) Schools: building on success, Green Paper, London: DfEE.
Department of Education and Science (1983) Teaching Quality, London: HMSO.
Department of Education and Science (1984) Circular 3/84 and its associated annexe, London, HMSO.
Department of Education and Science (1989) Circular 24/89, Initial teacher Training:
approval of courses, London: DES.
Department of Education and Science (1992a) Physical Education in the National Curriculum, London: DES.
Department of Education and Science (1992b) Curriculum Organisation and Classroom Practice in Primary Schools: A discussion paper, London: Department of Education and Science.
Department of Education and Science (1999) The National Curriculum, London: HMSO.
Department of Education and Skills (2003a) Every Child Matters, London: DfES.
Department of Education and Skills (2003b) Excellence and Enjoyment – a strategy for primary schools, London: DfES.
Department of Education and Skills/Department of Culture, Media and Sport (2003) Learning Through PE and Sport – a guide to the Physical Education, School Sport and Club Links Strategy, Annesley: DfES/DCMS.
Department of Education and Skills/Teacher Training Agency (2002) Qualifying to Teach:
Professional standards for qualified teacher status and requirements for initial teacher training, London: DfES/TTA.
Desforges, C. (1995) How does experience affect theoretical knowledge for teaching?
Learning and Instruction, 5, pp. 385-400.
Devis-Devis, J. (2006) Socially critical research perspectives in physical education, in: Kirk, D., Macdonald, D. & O’Sullivan, M. (Eds.) (2006) The Handbook of Physical Education, London: Sage, pp. 37-58.
Dewar, A. (1987) The social construction of gender in physical education, Women Studies International Journal, 10(4), pp. 453-465.
Dewar, A. & Lawson, H. (1984) The Subjective Warrant and Recruitment into Physical Education, QUEST, 36, pp. 15–25.
Doolittle, S. A., Dodds, P. & Placek, J. H. (1993) Persistence of beliefs about teaching during formal training of preservice teachers, Journal of Teaching in Physical Education, 12(4), pp.
Downey, J. (1979) The training in physical education of the non-specialist primary school teacher, Bulletin of Physical Education, 15(1), pp. 5-10.
Downey, J. (1982) Government charged with neglecting PE in primaries, Times Educational Supplement (Scotland), 25th June.
Drake, C., Spillane, J. P. & Hufferd-Ackle, K. (2001) Storied identities: Teacher learning and subject-matter context, Journal of Curriculum Studies, 33 (1), pp. 1-24.
Duncan, D. (2010) The Rose Review of the English Primary Curriculum, Education 3-13, 38 (4), pp. 341-343.
Dunne, E. & Dunne, R. (1993) The Purpose and Impact of School-Based Work: The ClassTeachers’ Role, in N. Bennett and C. Carré (eds) Learning to Teach, pp. 133–48. London: