Citations (46)
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Julianne Lynch, Glenn Auld, Joanne O’Mara & Anne Cloonan. (2023) Teachers’ everyday work-for-change: implementing curriculum policy in ‘disadvantaged’ schools. Journal of Education Policy 0:0, pages 1-19.
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Pat Norman. (2023) Good teachers and counter conduct. Critical Studies in Education 64:4, pages 301-317.
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Nicole Mockler, Greg Thompson & Anna Hogan. (2023) ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education 44:3, pages 467-484.
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Amanda French, Louise Lambert, Minh Nguyễn Thị Hồng & Trần Thị Ngọc Yến. (2023) The role of policy reform in developing teacher educator professional competencies and identities in Vietnam: implications, tensions and possibilities. PRACTICE 0:0, pages 1-16.
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Kristy Forrest. (2022) Burning beds and political stasis: Bernard Stiegler and the entropic nature of Australian anti-reflexivity. Educational Philosophy and Theory 54:5, pages 557-567.
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Nicole Mockler. (2022) Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education 48:1, pages 166-180.
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Louise Lambert. (2021) Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space. Professional Development in Education 47:2-3, pages 421-435.
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Insuk Han. (2021) Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures. Teachers and Teaching 27:1-4, pages 223-245.
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Kirsten Lambert & Christina Gray. (2020) Performing ‘teacher’: exploring early career teachers’ becomings, work identities and the [mis-]use of the professional standards in competitive educational assemblages. Pedagogy, Culture & Society 28:4, pages 501-523.
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Helena Thomas. (2019) English teaching and imagination: a case for revisiting the value of imagination in teaching writing. English in Education 53:1, pages 49-60.
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L. Hammersley-Fletcher, M. Clarke & V. McManus. (2018) Agonistic democracy and passionate professional development in teacher-leaders. Cambridge Journal of Education 48:5, pages 591-606.
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Mary Ryan & Terri Bourke. (2018) Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers. Critical Studies in Education 59:2, pages 167-186.
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Zeinab Kafi, Khalil Motallebzadeh & Hamid Ashraf. (2018) Developing, localizing & validating code of professional ethics through PLS-SEM: EFL university instructors’ perspectives. Cogent Education 5:1.
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Jennifer Snow, Sherry Dismuke, A. J. Zenkert & Carolyn Loffer. (2017) Re-Culturing Educator Preparation Programs: A Collaborative Case Study of Continuous Improvement. The Teacher Educator 52:4, pages 308-325.
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Andrea C. Allard & Brenton Doecke. (2017) Telling tales: the value of storytelling for early career teachers. Pedagogy, Culture & Society 25:2, pages 279-291.
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Matthew Clarke, Michael Michell & Neville John Ellis. (2017) Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal. Teaching Education 28:2, pages 115-130.
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Matthew Clarke & Lynn Sheridan. (2017) Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe. Asia-Pacific Journal of Teacher Education 45:2, pages 194-206.
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Misty Adoniou & Mary Gallagher. (2017) Professional standards for teachers—what are they good for?. Oxford Review of Education 43:1, pages 109-126.
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Jonathan Tummons. (2016) ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education 21:4, pages 346-359.
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Terri Bourke & Jennifer Carter. (2016) “There’s nothing standard about standards”: exploring tensions between two standards documents in higher education. Journal of Geography in Higher Education 40:3, pages 409-424.
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Ninetta Santoro & Aileen Kennedy. (2016) How is cultural diversity positioned in teacher professional standards? an international analysis. Asia-Pacific Journal of Teacher Education 44:3, pages 208-223.
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Silvia Edling & Anneli Frelin. (2016) Sensing as an ethical dimension of teacher professionality. Journal of Moral Education 45:1, pages 46-58.
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Alfredo Berbegal Vázquez, Abel Merino Orozco, Ana Arraiz Pérez & Fernando Sabirón Sierra. The ethics of care and the professional identity of teachers: implications for professionalization processes. Teacher Development 0:0, pages 1-22.
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Articles from other publishers (23)
Desmond Carswell & Paul F. Conway. (2023) An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity. British Educational Research Journal 49:6, pages 1210-1233.
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Khalil Gholami & Sonia Faraji. 2023. Approaches to Teaching and Teacher Education. Approaches to Teaching and Teacher Education
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Kalli Drousioti. (2023) The Lacanian Subject and the Philosophy of Education: Diagnostic with, or without, Therapeutic?. Education Sciences 13:7, pages 645.
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Fiona Vassallo Medici. (2022) What Potential Does an Individual Professional Development Plan (IPDP) Have in Addressing the Learning Needs of Educators in Malta?. Malta Journal of Education 3:2, pages 34-55.
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Kathryn Grushka, Rachel Buchanan, Michael Whittington & Rory Davis. (2022) Postdigital Possibilities and Impossibilities Behind the Screen: Visual Arts Educators in Conversation about Online Learning and Real-world Experiences. Video Journal of Education and Pedagogy 7:1, pages 1-23.
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Fernando Alexandre. 2022. Geography Teacher Education and Professionalization. Geography Teacher Education and Professionalization
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Pedro César Mellado Moreno, Pablo Sánchez-Antolín & Montserrat Blanco-García. (2021) Tendencias de la evaluación formativa y sumativa del alumnado en Web of Sciences. Alteridad 16:2, pages 170-183.
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Cheryl J. Craig. (2020) “Data is [G]od”: The influence of cumulative policy reforms on teachers’ knowledge in an urban middle school in the United States. Teaching and Teacher Education 93, pages 103027.
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Mary Mihovilović & Helen Boulton. (2019) Between and betwixt: Catholic teachers in English secular schools. International Journal of Christianity & Education 24:1, pages 7-33.
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Natalya V. Prokazina & Victor L. Lantsev. (2020) The role of socio-professional teachers’ unions in a situation when the education system is being modernized. VESTNIK INSTITUTA SOTZIOLOGII 11:2, pages 157-173.
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Sonja Arndt, Gordon Asher, Jeremy Knox, Derek R. Ford, Sarah Hayes, George Lăzăroiu, Liz Jackson, Julia Mañero Contreras, Rachel Buchanan, Laura D’Olimpio, Mark Smith, Juha Suoranta, Olli Pyyhtinen, Thomas Ryberg, Jacob Davidsen, Anne Steketee, Ramona Mihăilă, Georgina Stewart, Mark Dawson, Christine Sinclair & Michael A. Peters. (2019) Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018). Postdigital Science and Education 1:2, pages 446-474.
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Shih-Chieh Chien. (2019) Toward an understanding of high school in-service English teachers’ identities in their professional development. Asia Pacific Education Review 20:3, pages 391-405.
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Ragad M Tawafak, Awanis M Romli & Maryam Juma Alsinani. (2019) Student Assessment Feedback Effectiveness Model for Enhancing Teaching Method and Developing Academic Performance. International Journal of Information and Communication Technology Education 15:3, pages 75-88.
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Anna Elizabeth Du Plessis. (2019) Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research 93, pages 136-152.
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Terri Bourke, Mary Ryan & Paul Ould. (2018) How do teacher educators use professional standards in their practice?. Teaching and Teacher Education 75, pages 83-92.
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Göran Fransson, Andrea Gallant & Rachel Shanks. (2018) Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers. Journal of Educational Change 19:2, pages 243-267.
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Debra Talbot. 2017. Perspectives on and from Institutional Ethnography. Perspectives on and from Institutional Ethnography
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Kerry-Ann O’Sullivan. (2016) Contested territories. English Teaching: Practice & Critique 15:1, pages 55-73.
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Terri Bourke, Mary Ryan & Margaret Lloyd. (2016) The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education 53, pages 1-9.
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Matthew Clarke & Anne Phelan. (2015) The power of negative thinking in and for teacher education. Power and Education 7:3, pages 257-271.
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Matthew Clarke. (2013) Terror/enjoyment: performativity, resistance and the teacher's psyche. London Review of Education 11:3.
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