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Educational Philosophy and Theory Volume 47, 2015 - Issue 1
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Articles

Schooling Teachers: Professionalism or disciplinary power?

Terri BourkeFaculty of Education, Queensland University of Technology
,
John LidstoneFaculty of Education, Queensland University of Technology
&
Mary RyanFaculty of Education, Queensland University of Technology
Pages 84-100 | Published online: 17 Oct 2013

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Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan & Tara Ryan. (2024) Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities. Professional Development in Education 50:1, pages 46-58.
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Geraldine Mooney Simmie. (2023) Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility. Educational Review 75:5, pages 916-931.
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Alison L. Milner & Antonia Scholkmann. (2023) Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development. Professional Development in Education 49:4, pages 739-751.
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Amanda French, Stephen Griffin & Louise Lambert. (2023) Teachers’ creative, critical, and agentic professional learning in liminal spaces. Professional Development in Education 49:4, pages 693-706.
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Ciarán Ó Gallchóir & Oliver McGarr. (2023) What is caught rather than taught: messages of professionalism communicated by teacher educators. Journal of Education for Teaching 49:1, pages 5-20.
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Michael H. Romanowski. (2022) Controlling higher education from a distance: using foucault’s governmentality to better understand accreditation. Cogent Education 9:1.
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Hannele Pitkänen. (2022) The politics of pupil self-evaluation: A case of Finnish assessment policy discourse. Journal of Curriculum Studies 54:5, pages 712-732.
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Mary Ryan, Terri Bourke, Rod Lane, Peter O’Brien & Lyra L’Estrange. (2022) Impact in education: a discourse analysis of interpretations and negotiations across the field. Teaching Education 33:1, pages 27-41.
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Jessie Ming Sin Wong. (2022) ‘Are we becoming professionals?’ Pre-service early childhood teachers’ perceptions of the professionalism of early childhood teachers in Hong Kong. Early Years 42:1, pages 23-38.
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Hung-Chang Chen. (2021) Headship preparation in Taiwan: moral obligation or disciplinary power?. International Journal of Leadership in Education 0:0, pages 1-19.
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Clíona Murray. (2021) From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context. Irish Educational Studies 40:1, pages 19-35.
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A. Lin Goodwin. (2021) Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education 44:1, pages 5-19.
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Margie Appel. (2020) Performativity and the demise of the teaching profession: the need for rebalancing in Australia. Asia-Pacific Journal of Teacher Education 48:3, pages 301-315.
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Geraldine Mooney Simmie, Joanne Moles & Emmanuel O’Grady. (2019) Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows. Critical Studies in Education 60:1, pages 55-72.
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Articles from other publishers (14)

Clare Cunningham. (2024) Teachers-as-pressed-flowers: Unpacking ‘ inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools . Power and Education.
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Marianne Fenech & Helen Watt. (2022) Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia. The Australian Educational Researcher 50:5, pages 1629-1661.
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Kitty te Riele, Tim Corcoran, Fiona MacDonald, Alison Baker & Julie WhiteKitty te Riele, Tim Corcoran, Fiona MacDonald, Alison Baker & Julie White. 2023. Incarcerated Young People, Education and Social Justice. Incarcerated Young People, Education and Social Justice 1 37 .
Saul Karnovsky & Peter O’Brien. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators 225 243 .
Abderrazak Dammak. 2022. English Language and General Studies Education in the United Arab Emirates. English Language and General Studies Education in the United Arab Emirates 75 93 .
Hasanain Riyadh Abdulzahra, Zainor Izat Zainal, Mohamed Ewan Awang & Hardev Kaur Jujar Singh. (2021) Disciplinary Power, Surveillance, and the Docile Body in Mark Dunn’s Ella Minnow Pea. Pertanika Journal of Social Sciences and Humanities 29:4, pages 2675-2690.
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Trevor Thomas Stewart. 2021. Research Anthology on Developing Critical Thinking Skills in Students. Research Anthology on Developing Critical Thinking Skills in Students 1445 1468 .
Paul A. Howard‐Jones, Tim Jay & Laura Galeano. (2020) Professional Development on the Science of Learning and teachers' Performative Thinking—A Pilot Study. Mind, Brain, and Education 14:3, pages 267-278.
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Lotem Perry-Hazan & Eden Tal-Weibel. (2020) On legal literacy and mobilization of students’ rights from a disempowered professional status: The case of Israeli teachers. Teaching and Teacher Education 90, pages 103016.
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Trevor Thomas Stewart, Dawan Coombs, Bob Fecho & Todd Hawley. (2019) Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction. Journal of Adolescent & Adult Literacy 63:3, pages 289-297.
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Janie Hubbard. (2023) K-6 Pre-Service Teachers’ Emerging Professional Identities as Social Studies Educators. The Journal of Social Studies Research 43:3, pages 269-283.
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Trevor Thomas Stewart. 2019. Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments. Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments 1 24 .
Jill Willis & Valentina Klenowski. 2018. Teacher Learning with Classroom Assessment. Teacher Learning with Classroom Assessment 19 37 .
Camilla FitzsimonsCamilla Fitzsimons. 2017. Community Education and Neoliberalism. Community Education and Neoliberalism 163 193 .

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