Tynan, RJ and Mallaburn, A (2022) THE SELF-EFFICACY OF TRAINEE TEACHERS RECOMMENDED FOR QUALIFIED TEACHER STATUS (QTS) IN ENGLAND DURING THE COVID-19 PANDEMIC: LOOKING FOR EXPLANATIONS. In: ICERI Proceedings (2022). (15th annual International Conference of Education, Research and Innovation (ICERI), Seville).

Tynan, RJ (2022) A Critical Evaluation of Criteria-Based Assessment of Subject Knowledge and Other Competencies of Teachers in Training: A Practitioner Research Journey. In: EDULEARN22 Proceedings . pp. 490-497. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).

Tynan, RJ and Mallaburn, A (2022) The Self-Efficacy of Trainee Teachers Who Were Recommended for Qualified Teacher Status (Qts) in England During the Covid-19 Pandemic. In: EDULEARN22 Proceedings . pp. 484-489. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).

Pratt, A and Tynan, RJ (2019) The journey from reflection on practice to research informed practice: the contribution of MA practitioner research. Teacher Education Advancement Network Journal, Volune (4). pp. 35-46. ISSN 2054-5266

Tynan, RJ and McLain, MN (2019) Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach. Teacher Education Advancement Network Journal, 11 (4). pp. 3-20. ISSN 2054-5266

Tynan, RJ and Jones, RB (2018) Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England? Teacher Education Advancement Network Journal, 11 (1). pp. 4-14. ISSN 2054-5266

Tynan, RJ and Jones, RB (2018) Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34. ISSN 2054-5266

Tynan, RJ and Mallaburn, A (2017) Consistency counts- or does it? Teacher Education Advancement Network Journal, 9 (1). pp. 90-99. ISSN 2054-5266

Tynan, RJ, Jones, R, Mallaburn, A and Clays, K (2016) Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions. School Science Review, 98 (363). ISSN 0036-6811

Tynan, RJ, Jones, RB, Mallaburn, A and Clays, K (2016) Working towards evidence based practice in science teaching and learning. School Science Review, 97 (361). pp. 109-115. ISSN 0036-6811

Tynan, RJ (2016) Working towards evidence based practice in science teaching and learning. In: Using STEM research conference: using research to improve, 20 May 2016 - 21 May 2016, National STEM Learning Centre, York. (Unpublished)

Inglis, M, Mallaburn, A, Tynan, RJ, Clays, K and Jones, RB (2015) Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers. School Science Review, 94 (349). pp. 101-107. ISSN 0036-6811

Clays, K, Tynan, RJ, Mallaburn, A and Jones, RB (2014) Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work? School Science Review, 95 (353). pp. 85-94. ISSN 0036-6811