Katharine Burn
Biographic Data
| ID | 6155340 |
|---|---|
| NAME | Katharine Burn |
| GIVEN NAMES | Katharine |
| FAMILY NAME | Burn |
| SIGNATURE | BURN K |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0001-8148-6978 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
History teachers as curriculum-makers in policy and practice: Quantitative insights from England and Scotland
In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guidance.This means in both countries, teachers apparently have responsibility for constructing a curriculum: selecting content, sequencing learning and identifying resources, but only in Scotland is it explicitly stated in policy that teachers act as curric…
Does initial teacher education (in England) have a future
The role of schools within initial teacher education in England: An exploration of the shifting policy focus over the past 50 years
Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher …
Beyond reactive responses to enduring growth: The transformation of principles and practices within initial teacher education
A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the Covid-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which innovative approaches to retain. Using an established model of professional growth that distinguishes bet…
Making Sense of Teacher Education in a Globalizing World: The Distinctive Contribution of a Sociocultural Approach
This article examines the potential of sociocultural approaches for making sense of the way in which globalization shapes teacher education policy and practice in particular contexts. It argues that the value of such approaches lies in their reframing of many conventional dualities that tend to characterize analyses of the process of globalization: dichotomies drawn, for example, between the global and the local, the micro and the macro, the mate…
The role of school‐based research champions in a school–university partnership
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university depart…
Student access to the curriculum in an age of performativity and accountability: An examination of policy enactment
The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for…
Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos
Se sabe relativamente poco acerca de las ideas de los maestros en formación sobre la naturaleza y el propósito de la enseñanza de la historia. Este artículo revisa la investigación sobre este tema y presenta un análisis de cómo el currículum nacional inglés ha conceptualizado los objetivos de la enseñanza de la historia desde el año 1991. Los datos derivados de una discusión en línea permiten explorar el pensamiento de 40 docentes de historia en …
MasterClass in History Education: Transforming Teaching and Learning
List of Figures and Tables Notes on Contributors Series Editor's Foreword Introduction, Christine Counsell, Katharine Burn and Arthur Chapman Part I: Researching History Education 1.Historical Change: In Search of Argument, Rachel Foster 2.Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton 3.Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham 4.Frameworks for Big History: Teac…
MasterClass in History Education: Transforming Teaching and Learning
MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history tea…
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
A review of ‘research-informed clinical practice’ in Initial Teacher Education
This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in ‘research-informed clinical practice’. Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of…
The Guided Reader to Teaching and Learning History
The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualise…
Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking
This paper examines the implications of policy fracture and arms length governance within the decision making processes currently shaping curriculum design within the English education system. In particular it argues that an unresolved ‘ideological fracture’ at government level has been passed down to school leaders whose response to the dilemma is distorted by the target-driven agenda of arms length agencies. Drawing upon the findings of a large…
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking
This paper examines the implications of policy fracture and arms length governance within the decision making processes currently shaping curriculum design within the English education system. In particular it argues that an unresolved ‘ideological fracture’ at government level has been passed down to school leaders whose response to the dilemma is distorted by the target-driven agenda of arms length agencies. Drawing upon the findings of a large…
The role of school‐based research champions in a school–university partnership
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university depart…
Student access to the curriculum in an age of performativity and accountability: An examination of policy enactment
The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for…
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking
This paper examines the implications of policy fracture and arms length governance within the decision making processes currently shaping curriculum design within the English education system. In particular it argues that an unresolved ‘ideological fracture’ at government level has been passed down to school leaders whose response to the dilemma is distorted by the target-driven agenda of arms length agencies. Drawing upon the findings of a large…
The Guided Reader to Teaching and Learning History
The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualise…
A review of ‘research-informed clinical practice’ in Initial Teacher Education
This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in ‘research-informed clinical practice’. Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of…
MasterClass in History Education: Transforming Teaching and Learning
List of Figures and Tables Notes on Contributors Series Editor's Foreword Introduction, Christine Counsell, Katharine Burn and Arthur Chapman Part I: Researching History Education 1.Historical Change: In Search of Argument, Rachel Foster 2.Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton 3.Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham 4.Frameworks for Big History: Teac…
MasterClass in History Education: Transforming Teaching and Learning
MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history tea…
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos
Se sabe relativamente poco acerca de las ideas de los maestros en formación sobre la naturaleza y el propósito de la enseñanza de la historia. Este artículo revisa la investigación sobre este tema y presenta un análisis de cómo el currículum nacional inglés ha conceptualizado los objetivos de la enseñanza de la historia desde el año 1991. Los datos derivados de una discusión en línea permiten explorar el pensamiento de 40 docentes de historia en …
Student access to the curriculum in an age of performativity and accountability: An examination of policy enactment
The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for…
Making Sense of Teacher Education in a Globalizing World: The Distinctive Contribution of a Sociocultural Approach
This article examines the potential of sociocultural approaches for making sense of the way in which globalization shapes teacher education policy and practice in particular contexts. It argues that the value of such approaches lies in their reframing of many conventional dualities that tend to characterize analyses of the process of globalization: dichotomies drawn, for example, between the global and the local, the micro and the macro, the mate…
The role of school‐based research champions in a school–university partnership
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university depart…
Beyond reactive responses to enduring growth: The transformation of principles and practices within initial teacher education
A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the Covid-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which innovative approaches to retain. Using an established model of professional growth that distinguishes bet…
Does initial teacher education (in England) have a future
The role of schools within initial teacher education in England: An exploration of the shifting policy focus over the past 50 years
Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher …
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
History teachers as curriculum-makers in policy and practice: Quantitative insights from England and Scotland
In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guidance.This means in both countries, teachers apparently have responsibility for constructing a curriculum: selecting content, sequencing learning and identifying resources, but only in Scotland is it explicitly stated in policy that teachers act as curric…
Pedagogy (14 works) · Sociology (13 works) · Psychology (11 works) · Political science (10 works) · Educator Training and Historical Pedagogy (9 works) · Mathematics education (8 works) · Global Educational Policies and Reforms (6 works) · Teacher Education and Leadership Studies (6 works) · Epistemology (5 works) · Teacher education (5 works)