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Teacher Development
An international journal of teachers' professional development
Volume 1, 1997 - Issue 1
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Original Articles

Neo-fordism and teacher professionalism

Phil Hodkinson Manchester Metropolitan University, United KingdomCorrespondence
Pages 69-82 | Published online: 20 Dec 2006

Citations (32)

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Mark Thorley. (2020) Failing to learn and learning to fail – exemplars of practice from the creative industries. International Journal for Academic Development 25:1, pages 71-82.
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Andrew Boocock. (2015) Knaves, knights or networks: which assumption of lecturer and manager motivation should underlie further education policy?. Research in Post-Compulsory Education 20:2, pages 173-192.
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Kathryn Leflay, Gerald Griggs & Kay Biscomb. (2015) Through the Fire: the project kids of Coney Island. Sport in Society 18:1, pages 80-90.
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Andrew Boocock. (2014) Increased success rates in an FE college: the product of a rational or a performative college culture?. Journal of Education and Work 27:4, pages 351-371.
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Bob Burstow & Chris Winch. (2014) Providing for the professional development of teachers in England: a contemporary account of a government-led intervention. Professional Development in Education 40:2, pages 190-206.
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Andrew Boocock. (2013) Further Education performance indicators: a motivational or a performative tool?. Research in Post-Compulsory Education 18:3, pages 309-325.
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Andrew Boocock. (2013) Observation of teaching and learning: teacher development or micropolitics and neo-Fordism. Journal of Further and Higher Education 37:4, pages 482-503.
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Andrew Boocock. (2011) Quality self assessment: a process of course team development or contrived collegiality and impression management?. Research in Post-Compulsory Education 16:4, pages 413-433.
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Robin Simmons & Ron Thompson. (2007) Aiming higher: how will universities respond to changes in initial teacher training for the post‐compulsory sector in England?. Journal of Further and Higher Education 31:2, pages 171-182.
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Anne Storey. (2006) The search for teacher standards: a nationwide experiment in the Netherlands. Journal of Education Policy 21:2, pages 215-234.
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James Avis . (2005) Beyond performativity: reflections on activist professionalism and the labour process in further education. Journal of Education Policy 20:2, pages 209-222.
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KevinJ. Brehony & Rosemary Deem. (2005) Challenging the post‐Fordist/flexible organisation thesis: the case of reformed educational organisations. British Journal of Sociology of Education 26:3, pages 395-414.
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Anne Storey. (2004) From performance management to capacity-building: an escape from the cul de sac?. The Curriculum Journal 15:3, pages 207-218.
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Jocelyn Robson, Bill Bailey & Shirley Larkin. (2004) Adding value: investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work 17:2, pages 183-195.
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Anne Storey. (2002) Performance Management in Schools: Could the Balanced Scorecard help?. School Leadership & Management 22:3, pages 321-338.
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James Avis, Ann-Marie Bathmaker & John Parsons. (2001) Reflections from a time log diary: towards an analysis of the labour process within further education. Journal of Vocational Education & Training 53:1, pages 61-80.
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James Avis. (1999) Shifting identity: new conditions and the transformation of practice – teaching within post-compulsory education. Journal of Vocational Education & Training 51:2, pages 245-264.
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Marlene Morrison. (1999) Temps in teaching: the role of private employment agencies in a changing labour market for teachers. Journal of Education Policy 14:2, pages 167-184.
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John Smyth. (1998) Finding the ‘Enunciative Space’ for Teacher Leadership and Teacher Learning in Schools. Asia-Pacific Journal of Teacher Education 26:3, pages 191-202.
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Louise Poulson. (1998) Accountability, teacher professionalism and education reform in England. Teacher Development 2:3, pages 419-432.
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Stephen Bartlett. (1998) Teacher perceptions of the purposes of staff appraisal: a response to Kyriacou. Teacher Development 2:3, pages 479-491.
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Phil Hodkinson. (1998) Technicism, teachers and teaching quality in vocational education and training. Journal of Vocational Education & Training 50:2, pages 193-208.
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Graham Vulliamy. (1998) Teacher development in primary schools: some other lessons from Taiwan. Teacher Development 2:1, pages 5-16.
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Articles from other publishers (9)

Steven Kolber. 2022. Empowering Teachers and Democratising Schooling. Empowering Teachers and Democratising Schooling 61 78 .
Andrew Boocock. (2017) Meeting the needs of local communities and businesses: From transactional to eco-leadership in the English further education sector. Educational Management Administration & Leadership 47:3, pages 349-368.
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Christina Hajisoteriou & Panayiotis AngelidesChristina Hajisoteriou & Panayiotis Angelides. 2016. The Globalisation of Intercultural Education. The Globalisation of Intercultural Education 11 33 .
Gillian Bailey. (2014) Accountability and the rise of “play safe” pedagogical practices. Education + Training 56:7, pages 663-674.
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James Avis & Kevin Orr. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning 1099 1124 .
Dae-Hyun Kim, Sang-Soo Lee, Chang-Nam Hong, Soon-Young Hwang, Yu-Na Lee & Hye-Na Kim. (2013) A Story on Teachers' Workload. Journal of Fisheries and Marine Sciences Education 25:6, pages 1440-1458.
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Victoria Bamsey. (2013) Defining professional. Early Years Educator 15:8, pages 24-26.
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Susan Graves. (2012) Chameleon or Chimera? The Role of the Higher Level Teaching Assistant (HLTA) in a Remodelled Workforce in English Schools. Educational Management Administration & Leadership 41:1, pages 95-104.
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Les Bell. (2016) Chronicles of Wasted Time? Initial Teacher Education in England: 1960–1999. Australian Journal of Education 43:2, pages 186-203.
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