Practice makes perfect? Learning to learn as a teacher

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Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, background): “Hammersley (2002) describes such changes in paradigm as ‘strong enlightenment’ in which research provides ‘a comprehensive worldview that should govern practice’ (40).”
Learning to plan, planning to learn: the developing expertise of beginning teachers (2011, background): “From the beginning teachers’ accounts of their practice all specific references to aspects of teaching about which they claimed to be learning were identified and analysed, as well as any more general reflections on the processes by which they were learning or their role as learners (see Burn, H”
Research on teaching practicum – a systematic review (2015, background): “…Journal of Teacher Education, 2015 Vol. 38, No. 3, 392–407, http://dx.doi.org/10.1080/02619768.2014.994060 way, there are alternative models of relationships between schools and higher education institutions, such as internships (Bullough, Young, and Draper 2004; Hagger et al. 2008).”
Rethinking the practicum: limitations and possibilities (2011, background): “’ However, merely providing the practice setting for student teachers is not sufficient, especially given the complexities and challenges of teaching in today's schools (Hagger, Burn, Mutton, & Brindley, 2008 ; Haigh & Ward, 2004 ).”