Learning how to plan is recognised as a key skill that beginning teachers have to develop but there has been little research examining "how" they may actually learn to plan. This paper, based on the analysis of 10 post-lesson interviews with 17 secondary school teachers across three years (the PGCE year and the first two years in…

This paper examines the extent to which political devolution has influenced the nature of education policy-making in Scotland, taking initial teacher education and early professional development as a case. Pre-devolution studies of the policy community in Scotland stressed the close relationships between the various stakeholders and the inherent…

This article explores how beginning teachers develop their professional identities and knowledge. It analyses the stories of four student-teachers as they progressed through their pre-service programme and in their first year as primary teachers. During the three-year programme a range of instruments and a series of interviews were used to collect…

This article outlines the experiences of educators in three teacher education institutes in the USA, Australia and the UK as they experiment with carrying out programmes based on ideas of action research. The emphasis is on experiences with programmes of initial education for secondary school teachers. A descriptive case study aimed to find out…