Citations (37)
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Linda Henderson. (2017) ‘Someone had to have faith in them as professionals’: an evaluation of an action research project to develop educational leadership across the early years. Educational Action Research 25:3, pages 387-401.
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Sue Smedley & Kate Hoskins. (2017) Learning to be Froebelian: student teachers’ life histories 1952–1965. European Early Childhood Education Research Journal 25:1, pages 36-54.
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Jennifer Skattebol, Elizabeth Adamson & Christine Woodrow. (2016) Revisioning professionalism from the periphery. Early Years 36:2, pages 116-131.
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Arna H. Jónsdóttir & Marianne Coleman. (2014) Professional role and identity of Icelandic preschool teachers: effects of stakeholders’ views. Early Years 34:3, pages 210-225.
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Jenny Martin, Joce Nuttall, Linda Henderson & Elizabeth Wood. (2020) Educational Leaders and the project of professionalisation in early childhood education in Australia. International Journal of Educational Research 101, pages 101559.
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Jamie Huff Sisson & Susan V. Iverson. (2014) Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers. Contemporary Issues in Early Childhood 15:3, pages 217-230.
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Marcela Pardo & Christine Woodrow. (2014) Improving the Quality of Early Childhood Education in Chile: Tensions Between Public Policy and Teacher Discourses Over the Schoolarisation of Early Childhood Education. International Journal of Early Childhood 46:1, pages 101-115.
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Iris Duhn. (2010) ‘The Centre is My Business’: Neo-Liberal Politics, Privatisation and Discourses of Professionalism in New Zealand. Contemporary Issues in Early Childhood 11:1, pages 49-60.
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