Dr Robert Guyver's research is grounded in the Shulman paradigm as elaborated both by Professor Neville and his Leverhulme Research project team, in particular Dr. Rosie Turner Bisset, and the findings of Mike Askew, Margaret Brown et al. at King's College London in their research into the Effective Teachers of Numeracy. Dr Guyver undertook a longitudinal study that drew upon a range of case studies to analyse the professional development and knowledge bases of initial teacher trainees who were teaching history to 7-11 year olds. Dr Nichol is researching into the professional development of one year postgraduate secondary history teacher trainees. The focus of his research has been the relationship between the English government's criteria for teaching, its Qualified Teacher Status standards and the knowledge bases that the student teachers develop for teaching history. The research is centred upon Teacher Training Agency funded research into an electronic system that student teachers use to record both the nature and extent of their professional development, but also the evidence base upon for their judgments. At the other end of the teaching profession spectrum is Dr Rosie Turner-Bisset's research into knowledge bases and the professional development of teachers of 7-11 year olds undertaking extensive continuing professional development courses that lasted from 10-20 days. Her findings extend the Shulman paradigm, suggesting that we need to look more carefully at the affective, emotional element of teacher professional development. She will also draw upon related research that covers all phases of the professional development of history teachers; particularly mature entrants to the teaching profession. Professor Peter John's research is more synoptic: he will present findings about the knowledge bases of HE teachers involved in the professional development of history teachers at all phases of their careers. A key issue is what is the unique role that History Teacher Educators can play, and, related to that, the central question of the value-added element that they bring to professional development. His paper will not only relate to his work as a History Teacher Educator but will also draw upon the findings of a TTA review of literature in the field of teacher education that he is heading and an ESRC INTER project into the incorporation of ICT into subject specialist teaching. Dr Robert Guyyver, College of St. Mark and St. John, Plymouth, UK. Knowledge Bases And The Professional Development Of Initial Teacher Trainees For The Teaching Of History In Primary Schools is a longitudinal study of 18 trainees who teach history as a minor element in the primary school curriculum. The paper centers upon the impact that a professional development Intervention Strategy plays in their pedagogical content knowledge. The Intervention Strategy was built around a model of professional development centred upon the Shulman paradigm. The Intervention Strategy's focus was upon the syntactic dimension of professional development, both in relation to the syntactic knowledge bases of academic historians and how that syntactic dimension can be translated into the applied syntactic knowledge that underpins effective teaching. The research findings indicated that the overall initial teacher training programme and the ITT strategy had a deeper and longer lasting impact upon students who already had an academic grounding in history. The impact upon non-history specialists was considerable, but their teaching protocols were less sophisticated than those of the history specialists. Dr Jon Nichol, School of Education and Life Long Learning, University of Exeter, Exeter, UK The Knowledge Bases of Postgraduate Initial Trainees for the Teaching of History in Secondary Schools will draw upon data from the electronic professional development portfolios of trainee history teachers undertaking the one year PGCE History course at the University of Exeter. The paper will examine the nature of the student teachers' orientation towards history and its teaching at the start of the course, examining the argument that such orientation profoundly affects the teaching styles that they develop during the year. Student performance will be analysed in terms of the range of knowledge bases of teachers via a series of case studies. These case studies will focus upon the professional development inputs that the students experienced during the course. Professional Development is built around a model of cognitive apprenticeship that relies upon demonstration, modelling, coaching, implementation and review linked to action planning. Dr Rosie Turner Bisset, University of Hertfordshire, UK Knowledge Bases and the Effective Teaching of History will reflect twelve years of working intensively in the field, initially as a member of the Leverhulme Primary History Project under Professor Neville Bennett. The paper will pay particular attention to the form and nature of the knowledge bases of effective teachers of history, and the influences that help shape and form them. It will analyse the factors that mediate such knowledge bases, i.e. what are the particular influences that move teachers along a spectrum from novice to professional teachers, from being relatively ineffective to highly effective teachers? The affective aspect of teacher orientation is a major aspect of pedagogical content knowledge, relating as it does to the ability to teach in an effective, dynamic and sensitive way. In analysing history teacher professional development Dr Bisset will draw upon the Harland & Kinder typology which is an elaboration of earlier work in the field, in particular that of Joyce and Showers. Professor Peter John, University of Plymouth, Plymouth, UK Knowledge Bases and HE History Educators: a socio-cultural perspective Professor Peter John had spent over a decade researching into the role and function of HE academics in the field of education. A central concern is the question of the unique contribution that they can make to the professional development of teachers. Of particular concern is the epistemological basis of both the theoretical aspects of educational academia and the form and nature of the research paradigms that HE educationalists embrace. These concerns are central to the TTA research he is conducting into the literature on Teacher Education and effective teaching. His paper will also draw upon some findings from the ESRC funded InterActive Education project in which teachers, researchers, and teacher educators have worked together to develop, perform, and evaluate classroom based 'subject design initiatives' Drawing on notions from socio- cultural theory, the paper will examine the concept of 'cultural tools' as mediators of learning within the context of History Educators working cooperatively with history teachers in the incorporation of ICT into their teaching. Central to the transformation of academic subject knowledge from both History and ICT into pedagogical content knowledge is the situated nature of their professional development of the teachers involving academics as practitioner researchers, and how the teachers' knowledge and understanding of the academic, applied subject, curricular and institutional knowledge bases relate to their personal orientation, pedagogical styles and evolving ICT linked praxis..