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Journal of Vocational Education & Training Volume 66, 2014 - Issue 1
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Articles

‘Talking the Talk’: practical and academic self-concepts of early years practitioners in England

Wendy Sims-SchoutenSchool of Education, University of Portsmouth, Portsmouth, UKCorrespondence[email protected]
&
Helga Stittrich-LyonsSchool of Education, University of Portsmouth, Portsmouth, UK
Pages 39-55 | Received 10 Apr 2013, Accepted 24 Oct 2013, Published online: 16 Dec 2013

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Read on this site (5)

Marianna Papadopoulou. (2020) Supporting the development of early years students’ professional identities through an action research programme. Educational Action Research 28:4, pages 686-699.
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Alex Elwick, Jayne Osgood, Leena Robertson, Mona Sakr & Dilys Wilson. (2018) In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy 33:4, pages 510-525.
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Wendy Sims-Schouten. (2016) Positioning in relationships between parents and early years practitioners. Early Child Development and Care 186:9, pages 1392-1405.
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James Avis & Kevin Orr. (2016) HE in FE: vocationalism, class and social justice. Research in Post-Compulsory Education 21:1-2, pages 49-65.
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Wendy Sims-Schouten. (2015) Bullying in early childhood and the construction of young children as premoral agents: implications for practice. Pastoral Care in Education 33:4, pages 234-245.
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Articles from other publishers (1)

Wendy Sims-Schouten & Sarah Barton. (2019) Contextualising Relationships Between Mothers and Practitioners: Social Structures, Causal Factors, and Generative Mechanisms. Sociological Research Online 25:3, pages 369-385.
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