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Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’ (2022)
Thesis
Knight, B. Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9030663

Depictions of classroom teaching and learning in politics, policy and media tend to be over simplified and mechanistic. Insights from research on classroom learning draw largely on the ‘what works’ paradigm, which presents learning as directly caused... Read More about Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’.

‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement (2022)
Journal Article
Witt, M., Lewis, F., & Knight, B. (2022). ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement. Teaching and Teacher Education, 112, https://doi.org/10.1016/j.tate.2022.103642

Assertions that experiences of teaching abroad encourage professional growth for pre-service teachers (PSTs) are discussed, with reference to reflections from 20 PSTs from a British university after a volunteer teaching placement in South Africa (SA)... Read More about ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement.

The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation? (2022)
Journal Article
Knight, B. (2022). The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation?. International Journal of Complexity in Education, 3(1),

This paper discusses the legitimacy of framing school classrooms as complex adaptive systems (CASs) with the aim of advancing discourse about the extent to which systems within education can be usefully designated as complex. Perspectives differ on c... Read More about The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation?.

Classroom as complex adaptive system and the emergence of learning (2021)
Book Chapter
Knight, B. (2021). Classroom as complex adaptive system and the emergence of learning. In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. London: InTech. https://doi.org/10.5772/intechopen.101699

Complex adaptive systems (CAS) theory is offering new perspectives on the nature of learning in school classrooms. In CAS such as social networks, city traffic systems and insect colonies, innovation, and change are occasioned through non-linear, bot... Read More about Classroom as complex adaptive system and the emergence of learning.

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project (2021)
Journal Article
Carter, J., Knight, B., & Vickers-Hulse, K. (in press). Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project. Pedagogy, Culture and Society, https://doi.org/10.1080/14681366.2021.1923559

This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic be... Read More about Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project.

The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education (2017)
Journal Article
Knight, B. (2017). The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education. Teacher Education Advancement Network, 9(1), 4-13

This paper documents the evolution of attempts to codify and standardize teachers’ work in the United Kingdom (UK), with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teach... Read More about The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education.

Room to breathe: Insights from pre-service teachers and NQTs on professional development through informal complementary placements overseas (2014)
Presentation / Conference
Knight, B. (2014, September). Room to breathe: Insights from pre-service teachers and NQTs on professional development through informal complementary placements overseas. Paper presented at British Educational Research Association (BERA) Annual Conference 2014

Teaching is a complex affair in which teachers manage a range of classroom variables and dynamics in the pursuit of pupil learning. Teacher education and NQT probationary monitoring tends to focus attention on systems and protocols such as planning,... Read More about Room to breathe: Insights from pre-service teachers and NQTs on professional development through informal complementary placements overseas.

Professionalism under fire: Whatever happened to teacher autonomy, judgement and intuition? (2012)
Presentation / Conference
Knight, B. (2012, September). Professionalism under fire: Whatever happened to teacher autonomy, judgement and intuition?. Paper presented at NaPTEC

The article is an overview of a study examining teacher action in the moment; teachable moments (TMs). Literature on teaching is dominated by the organisation of learning and general principles of classroom management and can easily overlook the det... Read More about Professionalism under fire: Whatever happened to teacher autonomy, judgement and intuition?.

In search of the teachable moment: A study of teacher autonomy, judgement and intuition (2011)
Thesis
Knight, B. In search of the teachable moment: A study of teacher autonomy, judgement and intuition. (Dissertation). University of the West of England

Aspects of teaching, such as those relating to curriculum development and the protocols of the teaching cycle (planning, delivery, assessment) receive much attention in literature and are regularly the focus of evaluation. Somewhat neglected by comp... Read More about In search of the teachable moment: A study of teacher autonomy, judgement and intuition.

Book review: Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education Edited by Issa M. Saleh and Myint Swe Khine (Sense Publishers, Rotterdam, 2009), 36 pp. £35(pbk), ISBN 978-90-8790-921-5 (2011)
Journal Article
Knight, B. (2011). Book review: Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education Edited by Issa M. Saleh and Myint Swe Khine (Sense Publishers, Rotterdam, 2009), 36 pp. £35(pbk), ISBN 978-90-8790-921-5. International Journal of Lifelong Education, 30(4), 569-571. https://doi.org/10.1080/02601370.2011.588475