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Journal of Education for Teaching
International research and pedagogy
Volume 23, 1997 - Issue 3
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Original Articles

Reclaiming the Agenda of Teacher Professionalism: An Australian experience1

Judyth Sachs
Pages 263-276 | Published online: 03 Aug 2010

Citations (33)

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Read on this site (17)

Mihajla Gavin. (2019) Working industrially or professionally? What strategies should teacher unions use to improve teacher salaries in neoliberal times?. Labour and Industry 29:1, pages 19-33.
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Lorraine Beveridge, Nicole Mockler & Jennifer Gore. (2018) An Australian view of the academic partner role in schools. Educational Action Research 26:1, pages 25-41.
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Nicole Mockler. (2013) The slippery slope to efficiency? An Australian perspective on school/university partnerships for teacher professional learning. Cambridge Journal of Education 43:3, pages 273-289.
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Ruth Reynolds, Kate Ferguson-Patrick & Ann McCormack. (2013) Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal of Teacher Education 36:3, pages 307-319.
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Christina E. van Kraayenoord, Eileen Honan & Karen B. Moni. (2011) Negotiating knowledge in a researcher and teacher collaborative research partnership. Teacher Development 15:4, pages 403-420.
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DonaldS. Gray & Laura Colucci‐Gray. (2010) Challenges to ITE research in conditions of complexity. Journal of Education for Teaching 36:4, pages 425-439.
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DoretJ. de Ruyter & J. Jos Kole. (2010) Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching. Teachers and Teaching 16:2, pages 207-218.
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Mary Anne FitzPatrick & Dorothy Spiller. (2010) The teaching portfolio: institutional imperative or teacher’s personal journey?. Higher Education Research & Development 29:2, pages 167-178.
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AnneM. Jasman. (2010) A teacher educator’s professional learning journey and border pedagogy: a meta‐analysis of five research projects. Professional Development in Education 36:1-2, pages 307-323.
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Nicole Mockler. (2005) Trans/forming teachers: new professional learning and transformative teacher professionalism. Journal of In-Service Education 31:4, pages 733-746.
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Mary M. Harris & Frances van Tassell. (2005) The professional development school as learning organization. European Journal of Teacher Education 28:2, pages 179-194.
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Fiona Patrick, Christine Forde & Alastair McPhee. (2003) challenging the ‘new professionalism’: from managerialism to pedagogy?. Journal of In-Service Education 29:2, pages 237-254.
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Chris Perry, Linda Komesaroff & Michael Kavanagh. (2002) Providing Space for Teacher Renewal: The role of the facilitator in school-university partnerships. Asia-Pacific Journal of Teacher Education 30:3, pages 243-257.
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Peter Silcock. (2002) Under construction or facing demolition? contrasting views on english teacher professionalism from across a professional association. Teacher Development 6:2, pages 137-155.
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Deborah Lee Harris & HeleneM. Anthony. (2001) Collegiality and its role in teacher development: perspectives from veteran and novice teachers. Teacher Development 5:3, pages 371-390.
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Judyth Sachs. (2001) Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy 16:2, pages 149-161.
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Bruce Johnson, Judith Peters & David Williams. (1999) Academics Working with Schools: Revealing the tensions. Journal of Education for Teaching 25:2, pages 123-133.
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Articles from other publishers (16)

Hila Hagage Baikovich & Miri Yemini. (2023) International schools in Cyprus as an arena of teacher-parent struggles: Teachers' perspectives. Teaching and Teacher Education 134, pages 104308.
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Muharrem GENCER. (2023) MESLEKİ PROFESYONELLEŞME AÇISINDAN ÖĞRETMENLİK: NİTEL BİR ÇÖZÜMLEME. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi 7:1, pages 21-41.
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Karanam Pushpanadham. 2020. Teacher Education in the Global Era. Teacher Education in the Global Era 3 11 .
Timothy Lynch. (2014) Australian curriculum reform II. European Physical Education Review 20:4, pages 508-524.
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Christopher Day. 2013. Preparing Teachers for the 21st Century. Preparing Teachers for the 21st Century 21 38 .
Zinnia Mevawalla & Fay Hadley. (2012) The Advocacy of Educators: Perspectives from Early Childhood. Australasian Journal of Early Childhood 37:1, pages 74-80.
Crossref
Nicole Mockler. (2005) Trans/forming teachers: new professional learning and transformative teacher professionalism. Journal of In-service Education 31:4, pages 733-746.
Crossref
Michal Zelleramayer & Ilana Margolin. (2005) Transitions to school-college partnership: a phenomenological inquiry. Journal of Educational Change 6:2, pages 147-176.
Crossref
Gaalen Erickson, Linda Farr Darling & Anthony Clarke. 2005. The Missing Links in Teacher Education Design. The Missing Links in Teacher Education Design 173 191 .
Anthony Clarke & Gaalen Erickson. (2016) Self-Study: The Fifth Commonplace. Australian Journal of Education 48:2, pages 199-211.
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Fiona Patrick, Christine Forde & Alastair McPhee. (2003) challenging the ‘new professionalism’: from managerialism to pedagogy?. Journal of In-service Education 29:2, pages 237-254.
Crossref
Chen Ai Yen, Lim Cher Ping & S. Gopinathan. 2003. International Handbook of Educational Research in the Asia-Pacific Region. International Handbook of Educational Research in the Asia-Pacific Region 899 911 .
Maureen Pope. (2002) Essay review. Teaching and Teacher Education 18:8, pages 1051-1059.
Crossref
Deborah Harris & Helene Anthony. (2001) Collegiality and its role in teacher development: perspectives from veteran and novice teachers. Teacher Development 5:3, pages 371-390.
Crossref
Christopher F. Day. (2001) Développement professionnel et pratique réflexive : finalités, processus et partenariats. Carrefours de l'éducation n° 12:2, pages 40-54.
Crossref
Michael Fielding. (1999) Radical collegiality: Affirming teaching as an inclusive professional practice. The Australian Educational Researcher 26:2, pages 1-34.
Crossref

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