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Hagger, H. & Malmberg, L.E. (2010) Pre-service teachers’ goals and future-time extension, concerns, and wellbeing, Teaching and Teacher Education, 27 (3), pp. 598-608.

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Hammersley, M. (1992) What’s wrong with ethnography? Methodological explorations, London: Routledge.

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Harrison, P. (1998) Why physical education teachers should reject the new proposals for primary education, The British Journal of Physical Education, 29 (1), pp. 4-6.

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Hennessy, S., Rolfe, L. & Chedzoy, S. (2001) The factors which influence student teachers’ confidence to teach the arts in the primary classroom, Research in Dance Education, 2(1), pp.


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Hess, D. (1999) Developing a typology for teaching preservice students to reflect: A case of curriculum deliberation, Paper presented at the annual conference of the American Educational Research Association, April 1999, Montreal, Canada.

Hipkins, R., Reid, A. & Bull, A. (2010) Some reflections on the philosophical and pedagogical challenges of transforming education, Curriculum Journal, 21 (1), pp. 109-118.

Hobson, A. J. (2003) Student teachers’ conceptions and evaluations of ‘theory’ in initial teacher training, Mentoring & Tutoring, 11 (3), pp. 245-261.

Hobson, A. J., Ashby, P., Malderez, A. &, Tomlinson, P. D. (2009) Mentoring beginning teachers: What we know and what we don't, Teaching and Teacher Education, 25, (1,), pp.


Hodkinson, H. & Hodkinson, P. (1999) Teaching to Learn, Learning to Teach? School-based non teaching activity in an initial teacher education and training partnership scheme, Teaching and Teacher Education, 15 (2), pp. 73 - 285.

Hodkinson, H. & Hodkinson, P. (2001) Individuals, cultures & types of learning: a study of teachers learning in their workplaces, paper for the Learning and Skills Development Agency Conference, Research, Making an Impact on Policy and Practice. Cambridge, December.

Hogbin, J. & Jarmany, K. (1998) Circular 10/97: its context and implications for course design and development, in C. Richards, N. Simco & S. Twiselton (Eds.) Primary Teacher Education: High Status? High Standards? London: Falmer Press, pp. 36-45.

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Holstein, J.A. & Gubrium, J. F. (2000) The self we live by: narrative enquiry in a postmodern world, Oxford: Oxford University Press.

Hong, J.Y. (2010) Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession, Teaching and Teacher Education, 26 (8), pp.1530-1543.

Hoshmand, L.T. (2003) Can lessons of history and logical analysis ensure progress in psychological science? Theory and Psychology, 13, pp. 39–44.

Houlihan, B. (2000) Sporting excellence, schools and sports development: The politics of crowded policy spaces, European Physical Education Review, 6(2), pp. 171.

Howarth, K. (1987) Initial training in primary physical education—no substitute for teamwork, British Journal of Physical Education, 18(4), pp. 152–153.

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Hunter, L. (2004) Bourdieu and the social space of the PE class: reproduction of doxa through practice, Sport, Education and Society, 9 (2), pp.175–193.

Hunter, L. (2006) Research into elementary physical education programs, in: D. Kirk, D.

Macdonald & M. O'Sullivan (Eds.), Handbook of Research in Physical Education, London:

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Hyland, T. (2011) Mindfulness and Learning: Celebrating the Affective Dimension of Education, London: Springer.

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Iredale, A., Bailey, W., Orr, K. & Wormald, J. (2011) Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum, in: The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre James, W. (1892/1961) Psychology, New York: Henry Holt and Company.

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Jess, M. (2012) The Future of Primary PE: It’s Complex, in G. Griggs (Ed.) An Introduction to Primary Physical Education, London: Routledge.

Jess M., Haydn-Davies, D., & Pickup I. (2007) Physical education in the primary school: a developmental, inclusive and connected future, Physical Education Matters, 2(1), pp. 16-20.

Johnson, K. A. (2003) Every experience is a moving force: identity and growth through mentoring, Teaching and Teacher Education, 19 (8), pp. 787-800.

Jordell, K. (1987) Structural and personal influences in the socialization of beginning teachers, Teaching and Teacher Education, 10 (1), pp. 165-177.

Kagan, D. M. (1992) Professional growth among pre-service and beginning teachers, Review of Educational Research, 62 (2), pp. 129-169.

Kasale, L. & Mokgwathi, M. (2010) Primary School Teacher Perceptions towards the Physical Education Component of Creative and Performing arts Curriculum in Botswana, Asian Journal of Physical Education and Recreation, 16 (2), 58-64.

Katene, W.H., Faulkner, G., & Reeves, C. (2000) The Relationship between Primary Student Teachers' Exercise Behaviour and their Attitude to Teaching Physical Education, The British Journal of Teaching Physical Education, 31 (2), pp. 44-46.

Katene, W. & Edmondson, G. (2004) Teaching safely and safety in PE, in: S. Capel (Ed.) Learning to teach in physical education in the secondary school: a companion to school experience, London: RoutledgeFalmer, pp. 120-140.

Katz, S. (2000) Competency, epistemology and pedagogy: curriculum’s holy trinity, Curriculum Journal, 2, pp. 133-144.

Keating, X. D., Silverman, S. & Kulinna, P. H. (2002) Preservice physical education teacher attitudes toward fitness tests and the factors influencing their attitudes, Journal of Teaching in Physical Education, 21(2), pp. 193–207.

Keay, J. (2011) Key Stage 1 Physical Education Project, Phase 1 Report, Loughborough: TOP Foundation.

Kelly, V. & Blenkin, G. (1993) Never mind the quality: feel the breadth and balance, in: R.J.

Campbell (Ed.) Breadth and Balance in the Primary Curriculum, London: Falmer Press.

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Kirk, G. & Gorley, T. (2000) Challenging Thinking about the relationship between school physical education and sport performance, European Physical Education Review, 6 (2).

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Kirk, J. & Wall, C. (2010) Resilience and loss in work identities: a narrative analysis of some retired teachers' work-life histories, British Educational Research Journal, 36 (4). pp. 627Kluge, S, (2000) Empirically grounded construction of types and typologies in qualitative social research, On- line Journal, Forum: qualitative research 1(1) January 2000, Opladen, Netherlands.

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Krane, V. (2001) We can be athletic and feminine, but do we want to? Challenging hegemonic femininity in women’s sport, Quest, 53(1), pp. 115–133.

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