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The Curriculum Journal Volume 20, 2009 - Issue 3: Pedagogical challenges for personalisation: Integrating the personal with the public through context-driven enquiry
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Articles

Educational reform, enquiry-based learning and the re-professionalisation of teachers

Ben Williamson Futurelab, UKCorrespondence[email protected]
&
John Morgan University of Bristol, UK
Pages 287-304 | Published online: 10 Sep 2009

Citations (14)

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Read on this site (6)

Meredith Lea Wronowski. (2021) De-Professionalized and Demoralized: A Framework for Understanding Teacher Turnover in the Accountability Policy ERA. Leadership and Policy in Schools 20:4, pages 599-629.
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Lenka Janik Blaskova, Soizic Le Courtois, Sara T. Baker, Jenny L. Gibson, Paul G. Ramchandani, Christine O’Farrelly & Elian Fink. (2020) Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning. International Journal of Play 9:4, pages 365-381.
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Ben Williamson. (2012) Centrifugal schooling: third sector policy networks and the reassembling of curriculum policy in England. Journal of Education Policy 27:6, pages 775-794.
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Ben Williamson. (2012) Effective or affective schools? Technological and emotional discourses of educational change. Discourse: Studies in the Cultural Politics of Education 33:3, pages 425-441.
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Pete Bradshaw, Peter Twining & Christopher S. Walsh. (2012) The Vital Program: Transforming ICT Professional Development. American Journal of Distance Education 26:2, pages 74-85.
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Rosemary Hipkins, Alan Reid & Ally Bull. (2010) Some reflections on the philosophical and pedagogical challenges of transforming education. The Curriculum Journal 21:1, pages 109-118.
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Articles from other publishers (8)

Sara Hennessy, Sophia D'Angelo, Nora McIntyre, Saalim Koomar, Adam Kreimeia, Lydia Cao, Meaghan Brugha & Asma Zubairi. (2022) Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open 3, pages 100080.
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Meredith Wronowski & Angela Urick. (2019) Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States. Educational Policy 35:5, pages 679-720.
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Margaret Sims, Elise Alexander, Mari Nislin, Karma Pedey, Lavinia Tausere Tiko & Nina Sajaniemi. (2018) Infant and toddler educare: A challenge to neoliberalism. South African Journal of Childhood Education 8:1.
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Soyeon Park, Sungeun Yang & Margaret Sims. (2017) Childcare Teachers' Attitudes toward the Integration of Care and Education in Korea. Australasian Journal of Early Childhood 42:1, pages 14-23.
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Margaret Sims & Manjula Waniganayake. (2015) The performance of compliance in early childhood: Neoliberalism and nice ladies. Global Studies of Childhood 5:3, pages 333-345.
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Jeanne Keay & Christine Lloyd. 2015. Empowering Educators. Empowering Educators 109 125 .
Margaret Sims. (2014) Is the Care–Education Dichotomy Behind Us?: Should It Be?. Australasian Journal of Early Childhood 39:4, pages 4-11.
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P. Twining, J. Raffaghelli, P. Albion & D. Knezek. (2013) Moving education into the digital age: the contribution of teachers' professional development. Journal of Computer Assisted Learning 29:5, pages 426-437.
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