Biddulph et al. (2015) ‘Professional development’ (Ch 10.) in Learning to Teach Geography in the Secondary School. Abingdon: Routledge. pp.303-316.
Brooks, C. (2010) ‘How does one become a researcher in geography education?’, International Research in Geographical and Environmental Education, 19(2), 115-118,
Brooks, C. (2016) Teacher subject identity in professional practice: teaching with a professional compass. London: Routledge.
Brooks, C. (2017) Pedagogy and identity in initial teacher education: developing a ‘professional compass’, Geography, 102(1) 44-50.
Butt, G. (2015) MasterClass in Geography Education. London: Bloomsbury.
Butt, G. and Collins, G. (2018) 'Understanding the gap between schools and universities', in Jones, M. and Lambert, D. (eds.) Debates in Geography. 2nd ed. London: Routledge, pp.263-274.
Coe, R., Aloisi, C., Higgins, S. and Major, L. (2014) What makes great teaching?: Review of the underpinning research. The Sutton Trust. (link)
Hill, J. and Jones, M. (2010) ‘‘Joined-up geography’: connecting school-level and university- level geographies’, Geography, 95(1) 22-32.
Kinder, A. (2017) ‘Belonging to a subject community’, in Jones, M. (ed.) The Handbook of Secondary Geography. Sheffield: Geographical Association. pp.330-343.
Lambert, D. and Morgan, J. (2010) ‘What does it mean to be a teacher of geography?’, Teaching Geography 11-18. Maidenhead: OUP. pp.37-51.
Lambert, D. (2009) ‘Being a professional geography teacher', in Brooks, C. (ed.) Studying PGCE Geography at M Level. London: Routledge.
Moore, A. (2004) The Good Teacher. London: RoutledgeFalmer.
Morgan, J. (2010) ‘What makes a good geography teacher?’, in Brooks, C. (ed) Studying PGCE Geography at M Level: Research and Writing for Professional Development. Abingdon: Routledge.
Brooks, C. (2010) ‘How does one become a researcher in geography education?’, International Research in Geographical and Environmental Education, 19(2), 115-118,
Brooks, C. (2016) Teacher subject identity in professional practice: teaching with a professional compass. London: Routledge.
Brooks, C. (2017) Pedagogy and identity in initial teacher education: developing a ‘professional compass’, Geography, 102(1) 44-50.
Butt, G. (2015) MasterClass in Geography Education. London: Bloomsbury.
Butt, G. and Collins, G. (2018) 'Understanding the gap between schools and universities', in Jones, M. and Lambert, D. (eds.) Debates in Geography. 2nd ed. London: Routledge, pp.263-274.
Coe, R., Aloisi, C., Higgins, S. and Major, L. (2014) What makes great teaching?: Review of the underpinning research. The Sutton Trust. (link)
Hill, J. and Jones, M. (2010) ‘‘Joined-up geography’: connecting school-level and university- level geographies’, Geography, 95(1) 22-32.
Kinder, A. (2017) ‘Belonging to a subject community’, in Jones, M. (ed.) The Handbook of Secondary Geography. Sheffield: Geographical Association. pp.330-343.
Lambert, D. and Morgan, J. (2010) ‘What does it mean to be a teacher of geography?’, Teaching Geography 11-18. Maidenhead: OUP. pp.37-51.
Lambert, D. (2009) ‘Being a professional geography teacher', in Brooks, C. (ed.) Studying PGCE Geography at M Level. London: Routledge.
Moore, A. (2004) The Good Teacher. London: RoutledgeFalmer.
Morgan, J. (2010) ‘What makes a good geography teacher?’, in Brooks, C. (ed) Studying PGCE Geography at M Level: Research and Writing for Professional Development. Abingdon: Routledge.