• Researching Teaching in Teacher Education.- A New Professionalism.- Understanding the Underbelly: Making Sense of Theory.- Self-Study of Practice.- Designing my Self-Study Research.- Learners Learning.- Learning about Reflection in Teaching.- Roundtable Reflection.- Understanding the Unsaid: Deconstructing Silence and Reconstructing Self.- Developing our Authority of Experience: Pre-service Teachers and Teacher Educator as Co-learners.- Powerful Pedagogy.- Learning Through Self-Study.- From Personal Pedagogy to the Broader Teacher Education Context.

"An important methodological innovation is her particular method for using assumptions. Her strategy of "assumption hunting" and "assumption unpacking" are new and insightful tools for self-study scholars that can help researchers move from local knowledge to knowledge that can inform the discipline of teacher education learning. Robyn's use of Roundtable Reflection guided by the ALACT reflection process, her critical incident reports, and her multiple perspectives tasks are tools that should become part of the methodological toolbelt of any scholar attempting self-study research." Professor Stefinee Pinnegar, Brigham Young University, USA "There are few studies that explore the teacher educator's experience from this intimate, qualitative position, particularly in regard to the interaction between the teacher educator and the teacher education students. Still fewer studies explore the teaching of mathematics. This combination of important issues with this particular methodology suggest that this work will be a strong contribution to the knowledge base." Professor M. Hamilton, Kansas University, USA "Pedagogy refers to the synergistic relationship which exists between learning and teaching - one informs and is impacted by the other. For me then, Powerful Pedagogy reflects the need to see teaching in new ways and to do so by placing inquiry at the centre of learning about the intricacies of teaching about teaching. Powerful Pedagogy is a "how-to-see-teaching-differently" book; one which identifies and raises for scrutiny and critique, the markers which help the learning about teaching as one attempts to enact a pedagogy of teacher education." Professor John Loughran, Foundation Chair, Curriculum & Professional Practice Associate Dean Faculty of Education Monash University (2007)