This theme is centrally concerned with the relationships between knowledge and pedagogic policy and practice, as well as how knowledge and pedagogy interact with the ways in which learning activities are designed.  A wide range of methods is deployed, although a significant portion of the work is informed by sociocultural activity theory.

The research takes forward the Department’s strategic priorities in learning and the contexts of learning, as well as research on policy.  The theme investigates: national policy and teacher education; research on the processes of teacher education; subject pedagogy; inter-professional learning; learning in new technology contexts.