APA (7th ed.) Citation

Woolhouse, C., & Cochrane, M. (2015). Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European journal of teacher education, 38(1), 87-101. https://doi.org/10.1080/02619768.2014.921154

Chicago Style (17th ed.) Citation

Woolhouse, Clare, and Matt Cochrane. "Educational Policy or Practice? Traversing the Conceptual Divide Between Subject Knowledge, Pedagogy and Teacher Identity in England." European Journal of Teacher Education 38, no. 1 (2015): 87-101. https://doi.org/10.1080/02619768.2014.921154.

MLA (9th ed.) Citation

Woolhouse, Clare, and Matt Cochrane. "Educational Policy or Practice? Traversing the Conceptual Divide Between Subject Knowledge, Pedagogy and Teacher Identity in England." European Journal of Teacher Education, vol. 38, no. 1, 2015, pp. 87-101, https://doi.org/10.1080/02619768.2014.921154.