ABSTRACT
The patterns and trends established in the last chapter, although clear, are abstractions, based on averages across performances. As such they give little flavour of the reality of learning to teach. In order to capture this reality more firmly, and to elaborate on the nature of the links between knowledge bases and teaching performances, three sets of comparisons are presented, one in each subject area. The selection of the case studies was informed by the models of task processes, and pedagogical reasoning, detailed in Chapter 1. As such they highlight issues in comprehension, transformation and implementation.
