A

Amponsah, S, Ampadu, E and Thomas, M (2021) Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies. Educational Review. ISSN 0013-1911

Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).

B

Brundrett, M, Ankers De Salis, C, Rowley, A and Stokell, K (2018) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575

Brundrett, M and Lungka, P (2018) The development of teachers’ knowledge and behavior in promoting self discipline: a study of early years teachers in Thailand. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 462-474. ISSN 1475-7575

C

Carroll-Meehan, C, Bolshaw, P and Hadfield, E (2017) New leaders in Early Years: making a difference for children in England. Early Child Development and Care, 189 (3). pp. 416-429. ISSN 0300-4430

L

Lloyd, D (2019) Evidence Based Teaching. Teaching Business and Economics, 23 (2). pp. 19-21.

Lloyd, D, Jones, PA, Pratt, A and Duncalf, D (2019) Research informed teaching reaching beyond initial teacher education, examples of success in the North West of England: Empowering teachers to reach for success. Teacher Education Advancement Network, 11 (3). pp. 106-116. ISSN 2054-5266

M

Magill, C, Cronin, C, Walsh, B, Polman, R and Rudd, J (2023) Teaching efficacy of undergraduate PE students; what are the key predictors and what can PE educators learn from this? Frontiers in Education, 8.

McLain, M (2022) Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education. Doctoral thesis, Liverpool John Moores University.

McLain, MN, McLain, D, Wooff, D and Irving-Bell, D (2021) Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne Series: Research in in Sloyd Education and Crafts Science A, 28 (2). pp. 367-374. ISSN 1893-1774

Moore, A, Ashworth, E, Mason, C, Santos, J, Mansfield, R, Stapley, E, Deighton, J, Humphrey, N, Tait, N and Hayes, D (2022) ‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. International Journal of Environmental Research and Public Health, 19 (6). ISSN 1660-4601

P

Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

R

Ross, C, Nichol, L, Elliott, C, Sambrook, S and Stewart, J (2019) The role of HRD in bridging the research-practice gap: the case of learning and development. Human Resource Development International (RHRD). ISSN 1367-8868

T

Tynan, R (2022) A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training. Doctoral thesis, Liverpool John Moores University.

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).

W

Wolstencroft, P and Gretton, G (2021) Thinking like a teacher: Is the early career framework the answer to early career teachers’ prayers? BERA: British Educational Research Association, BERA Blog.