1.
Approaches to Critical Theory and Critical Pedagogy. In: Rethinking Knowledge within Higher Education : Adorno and Social Justice. Bloomsbury Academic (2013). https://doi.org/10.5040/9781472553225.ch-002.
2.
Turner, J.C., Meyer, D.K.: Studying and Understanding the Instructional Contexts of Classrooms: Using our Past to Forge our Future. Educational Psychologist. 35, 69–85 (2000). https://doi.org/10.1207/S15326985EP3502_2.
3.
Bibby, T.: Education: an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms. Routledge, London (2011).
4.
Illeris, K.: How we learn: learning and non-learning in school and beyond. Routledge, Abingdon (2007). https://doi.org/10.4324/9780203939895.
5.
Dewey, J.: Chapter Seven: The Democratic Conception in Education. In: Democracy and education. Merchant Books, [S.l.] (2009).
6.
Illeris, K.: Chapter 3: The processes and dimensions of learning. In: How we learn: learning and non-learning in school and beyond. pp. 22–29. Routledge, Abingdon (2007).
7.
Holden, C., Hicks, D.: Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education. 23, 13–23 (2007). https://doi.org/10.1016/j.tate.2006.04.031.
8.
Hayes, D.N.A.: Teachers and schooling making a difference: productive pedagogies, assessment and performance. Allen & Unwin, Crows Nest, N.S.W. (2006).
9.
Leeman, Y., Wardekker, W.: Teacher research and the aims of education. Teachers and Teaching. 20, 45–58 (2014). https://doi.org/10.1080/13540602.2013.848516.
10.
Gregory J. Kelly, Allan Luke and Judith Green: Introduction: What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum. Review of Research in Education. 32, (2008).
11.
Healey, MickJenkins, Alan: Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography. 99, 5–33.
12.
Shulman: Pedagogical Content Knowledge (PCK). In: Learning teaching: becoming an inspirational teacher. Critical Publishing Ltd, Northwich, [England] (1986).
13.
Dewey, J.: Democracy and education. Merchant Books, [S.l.] (2009).
14.
Coffield, F., Ecclestone, K., Hall, E., Moseley, D., Learning and Skills Research Centre (Great Britain): Learning styles and pedagogy in post-16 learning: a systematic and critical review. Learning and Skills Research Centre, [London] (2004).
15.
Clarke, D., Hollingsworth, H.: Elaborating a model of teacher professional growth. Teaching and Teacher Education. 18, 947–967 (2002). https://doi.org/10.1016/S0742-051X(02)00053-7.
16.
Carnell, E., Lodge, C.: Supporting effective learning. Paul Chapman, London (2002). https://doi.org/10.4135/9781446220672.
17.
Capel, S.A., Leask, M., Younie, S. eds: Learning to teach in the secondary school: a companion to school experience. Routledge, London (2016).
18.
The primary task of the school. In: Education : an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms / Tamara Bibby. https://doi.org/10.4324/9780203844458.
19.
Mirror, mirror on the wall: The Lacanian mirror in the classroom. In: Education : an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms / Tamara Bibby. pp. 31–44. https://doi.org/10.4324/9780203844458.
20.
Jürgen Baumert, Mareike Kunter, Werner Blum, Martin Brunner, Thamar Voss, Alexander Jordan, Uta Klusmann, Stefan Krauss, Michael Neubrand and Yi-Miau Tsai: Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress. American Educational Research Journal. 47, (2010).
21.
Apple, M.W.: Educating the Right Way. Routledge (2006). https://doi.org/10.4324/9780203112847.
22.
Apple, M.W., Apple, M.W.: Official knowledge: democratic education in a conservative age. Routledge, New York, New York (2014).
23.
Biggs, J.B., Tang, C., Society for Research into Higher Education: Teaching for quality learning at university: what the student does - Chapter 2. In: Teaching for quality learning at university: what the student does. pp. 16–33. McGraw-Hill, Maidenhead (2011).
24.
Bion, W.R.: Experiences in groups, and other papers / W.R. Bion. Tavistock/Routledge, London (1989). https://doi.org/10.4324/9780203359075.
25.
Alexander, R.J.: Essays on pedagogy - Chapter 4. In: Essays on pedagogy. Routledge, London (2008).
26.
Britzman, D.P., Pitt, A.J.: Pedagogy and transference: Casting the past of learning into the presence of teaching. Theory Into Practice. 35, 117–123 (1996). https://doi.org/10.1080/00405849609543711.
27.
Kathy Carter: Teaching Stories and Local Understandings. The Journal of Educational Research. 88, (1995).
28.
Cranton, P.: Teaching for Transformation. New Directions for Adult and Continuing Education. 2002, 63–72 (2002). https://doi.org/10.1002/ace.50.
29.
Depaepe, F., Verschaffel, L., Kelchtermans, G.: Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education. 34, 12–25 (2013). https://doi.org/10.1016/j.tate.2013.03.001.
30.
Bion, W.R.: Learning from experience. Rowman & Littlefield, Lanham, MD. (2004).
31.
Eraut, M.: Schon Shock: a case for refraining reflection‐in‐action? Teachers and Teaching. 1, 9–22 (1995). https://doi.org/10.1080/1354060950010102.
32.
Freire, P., Ramos, M.B.: Pedagogy of the oppressed. Penguin Classics, [London] (2017).
33.
Freire, P., Barr, R.R., Freire, A.M.A.: Pedagogy of hope: reliving Pedagogy of the oppressed. Bloomsbury, London (2014).
34.
Fisher, H.: Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance. British Journal of Educational Studies. 59, 121–141 (2011). https://doi.org/10.1080/00071005.2011.567969.
35.
Fraser, N.: Scales of justice: reimagining political space in a globalizing world. Polity, Cambridge (2008).
36.
Frosh, S., British Library: Key concepts in psychoanalysis. The British Library, London (2002).
37.
Giroux, H.A.: Border crossings: cultural workers and the politics of education. Routledge, New York (2005).
38.
Gillborn, D.: Racism and education: coincidence or conspiracy? Routledge, London (2008). https://doi.org/10.4324/9780203928424.
39.
Giroux, H.A.: Theory and resistance in education: towards a pedagogy for the opposition. Bergin & Garvey, Westport, Conn (2001).
40.
Giroux, H.A.: Public Pedagogy and the Politics of Resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory. 35, 5–16 (2003). https://doi.org/10.1111/1469-5812.00002.
41.
Eraut, M.: Schon Shock: a case for refraining reflection‐in‐action? Teachers and Teaching. 1, 9–22 (1995). https://doi.org/10.1080/1354060950010102.
42.
Gillborn, D.: The colour of numbers: surveys, statistics and deficit‐thinking about race and class. Journal of Education Policy. 25, 253–276 (2010). https://doi.org/10.1080/02680930903460740.
43.
Gutiérrez, R., Dixon-Román, E.: Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? In: Atweh, B., Graven, M., Secada, W., and Valero, P. (eds) Mapping Equity and Quality in Mathematics Education. pp. 21–34. Springer Netherlands, Dordrecht (2011). https://doi.org/10.1007/978-90-481-9803-0_2.
44.
Hatch, T.: Chapter 2: In The Classroom. In: Into the classroom: developing the scholarship of teaching and learning. Jossey-Bass, San Francisco, Calif (2005).
45.
Hamilton, D.: Pedagogy and the long course of learning. Pedagogy, Culture & Society. 17, 115–121 (2009). https://doi.org/10.1080/14681360902742944.
46.
Jackson, C.: Fear in education. Educational Review. 62, 39–52 (2010). https://doi.org/10.1080/00131910903469544.
47.
Hargreaves, E.: Assessment for learning and Teacher Learning Communities: UK teachers’ experiences. Teaching Education. 24, 327–344 (2013). https://doi.org/10.1080/10476210.2012.713931.
48.
Kolb, D.A.: Experiential learning: experience as the source of learning and development. Prentice Hall/Safari Learning (2015).
49.
Jaques, D.: Learning in groups. Kogan Page, London (1991).
50.
Lewis, C.: What is the nature of knowledge development in lesson study? Educational Action Research. 17, 95–110 (2009). https://doi.org/10.1080/09650790802667477.
51.
Mills, M.: The work of Nancy Fraser and a socially just education system. In: The handbook of educational theories. pp. 1027–1034. Information Age, Charlotte, N.C. (2013).
52.
Moore, A.: Chapter 1: Models of Teaching and Learning. In: Teaching and learning: pedagogy, curriculum and culture. pp. 1–32. Routledge, London (2012). https://doi.org/10.4324/9780203134061.
53.
Fai Pang, M.: The Use of Learning Study to Enhance Teacher Professional Learning in Hong Kong. Teaching Education. 17, 27–42 (2006). https://doi.org/10.1080/10476210500527915.
54.
Paakkari, L., Tynjälä, P., Kannas, L.: Critical aspects of student teachers’ conceptions of learning. Learning and Instruction. (2011). https://doi.org/10.1016/j.learninstruc.2011.03.003.
55.
Scott, D., Scott, B.: Equalities and inequalities in the English education system. UCL Institute of Education Press, London (2018).
56.
Obholzer, A., Roberts, V.Z., Tavistock Clinic: The troublesome individual and the troubled institution. In: The unconscious at work: individual and organizational stress in the human services. pp. 129–138. Routledge, London (1994). https://doi.org/10.4324/9780203359860.
57.
McGregor, G.: Engaging Gen Y in schooling: the need for an egalitarian ethos of education. Pedagogy, Culture & Society. 19, 1–20 (2011). https://doi.org/10.1080/14681366.2010.510803.
58.
Eckert, P., Goldman, S., Wenger, E.: The school as a community of engaged learners. Wingspread Journal. 9,.
59.
Lieberman, J.: Reinventing teacher professional norms and identities: the role of lesson study and learning communities. Professional Development in Education. 35, 83–99 (2009). https://doi.org/10.1080/13674580802264688.
60.
McCann, M.: Constructive alignment in economics teaching: a reflection on effective implementation, Teaching in Higher Education, 22(3), 336-348. Teaching in Higher Education. 22, 336–348 (2017). https://doi.org/10.1080/13562517.2016.1248387.
61.
Stobart, G.: The expert learner: challenging the myth of ability. Open University Press, Maidenhead (2014).
62.
Kind, V.: Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education. 45, 169–204 (2009). https://doi.org/10.1080/03057260903142285.
63.
Stokes, J.: The unconscious at work in groups and teams: contributions from Wilfred Bion. In: The unconscious at work: individual and organizational stress in the human services. pp. 19–27. Routledge, London (1994). https://doi.org/10.4324/9780203359860.
64.
Watkins, C., Carnell, E., Lodge, C.: Effective learning in classrooms. Paul Chapman, London (2007).
65.
Christ Watkins: Learning, Performance and Improvement. INSI Research Matters. 34, 1–15 (2010).
66.
Wood, K.: The experience of learning to teach: Changing student teachers’ ways of understanding teaching. Journal of Curriculum Studies. 32, 75–93 (2000). https://doi.org/10.1080/002202700182862.
67.
Youdell, D.C.: School trouble: identity, power and politics in education. Routledge, London (2011). https://doi.org/10.4324/9780203839379.
68.
Webb, N.M., Farivar, S.H., Mastergeorge, A.M.: Productive Helping in Cooperative Groups Theory into Practice. Theory Into Practice. 41, (2002). https://doi.org/10.1207/s15430421tip4101_3.
69.
White, J.: Exploring well-being in schools: a guide to making children’s lives more fulfilling. Routledge, Abingdon (2011).
70.
Capel, S.A., Leask, M., Younie, S. eds: Learning to teach in the secondary school: a companion to school experience. Routledge, London (2019).
71.
Gearon, L.: Learning to teach citizenship in the secondary school: a companion to school experience. Routledge, London (2015).
72.
Carnell, E., Lodge, C.: Chapter 2: Learning in the Classroom. In: Supporting effective learning. Paul Chapman, London (2002).
73.
Fisher, H.: Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance. British Journal of Educational Studies. 59, 121–141 (2011). https://doi.org/10.1080/00071005.2011.567969.
74.
Illeris, K.: Chapter 3: The processes and dimensions of learning pp. 22-29. In: How We Learn. Routledge (2007). https://doi.org/10.4324/9780203939895.
75.
White, J.: Part II: Education for well-being: The way forward. In: Exploring well-being in schools: a guide to making children’s lives more fulfilling. pp. 113–145. Routledge, Abingdon (2011).
76.
International Journal of Educational Development.
77.
Resources | International Bureau of Education, http://www.ibe.unesco.org/en/resources?search_api_views_fulltext=%22.
78.
Baines, E., Blatchford, P., Webster, R.: The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. Education 3-13. 43, 15–29 (2015). https://doi.org/10.1080/03004279.2015.961689.
79.
Biggs, John: Enhancing Teaching through Constructive Alignment. Higher Education. 32,.
80.
Blatchford, P., Kutnick, P., Baines, E., Galton, M.: Toward a social pedagogy of classroom group work. International Journal of Educational Research. 39, 153–172 (2003). https://doi.org/10.1016/S0883-0355(03)00078-8.
