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Katharine Burn
Katharine Burn
Associate Professor of Education, University of Oxford
Verified email at education.ox.ac.uk
Title
Cited by
Cited by
Year
A review of ‘research-informed clinical practice’in initial teacher education
K Burn, T Mutton
Oxford Review of Education 41 (2), 217-233, 2015
3022015
Learning to plan, planning to learn: The developing expertise of beginning teachers
T Mutton, H Hagger, K Burn
Teachers and teaching 17 (4), 399-416, 2011
2382011
Practice makes perfect? Learning to learn as a teacher
H Hagger, K Burn, T Mutton, S Brindley
Oxford review of education 34 (2), 159-178, 2008
2072008
Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators
K Burn
Oxford review of education 33 (4), 445-467, 2007
1852007
Observed classroom quality during teacher education and two years of professional practice.
LE Malmberg, H Hagger, K Burn, T Mutton, H Colls
Journal of educational psychology 102 (4), 916, 2010
1452010
The complex development of student-teachers' thinking
K Burn, H Hagger, T Mutton, T Everton
Teachers and teaching 9 (4), 309-331, 2003
1402003
The school mentor handbook: Essential skills and strategies for working with student teachers
H Hagger, K Burn, D McIntyre
Psychology Press, 1995
1321995
Reflective Teaching in Secondary Schools
A Pollard, C Daly, K Burn, S Higgins, A Kennedy, M Mulholland, ...
Bloomsbury Publishing, 2023
1292023
Beyond concerns with self: The sophisticated thinking of beginning student teachers
K Burn, H Hagger, T Mutton, T Everton
Journal of Education for Teaching 26 (3), 259-278, 2000
1082000
Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’system of initial teacher education
T Mutton, K Burn, I Menter
Journal of Education Policy 32 (1), 14-33, 2017
982017
Making sense of learning to teach: Learners in context
T Mutton, K Burn, H Hagger
Research Papers in Education 25 (1), 73-91, 2010
882010
Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking
R Harris, K Burn
Journal of Education Policy 26 (2), 245-261, 2011
852011
Learning to teach in England and the United States: The evolution of policy and practice
MT Tatto, K Burn, I Menter, T Mutton, I Thompson
Routledge, 2017
822017
Surprising but not shocking: The reality of the first year of teaching
H Hagger, T Mutton, K Burn
Cambridge Journal of Education 41 (4), 387-405, 2011
732011
The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments
K Burn, A Childs, J McNicholl
The Curriculum Journal 18 (4), 429-445, 2007
672007
English history teachers’ views on what substantive content young people should be taught
R Harris, K Burn
Journal of Curriculum Studies 48 (4), 518-546, 2016
642016
Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries
I Thompson, M Willemse, T Mutton, K Burn, E De Bruïne
Journal of Education for Teaching 44 (3), 258-277, 2018
622018
Strengthening and sustaining professional learning in the second year of teaching
K Burn, T Mutton, H Hagger
Oxford Review of Education 36 (6), 639-659, 2010
552010
Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers
K Burn
Journal of Education for Teaching 32 (3), 243-258, 2006
532006
Beginning teachers' learning: Making experience count
K Burn, H Hagger, T Mutton
Critical Publishing, 2015
492015
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