Citations (41)
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Meera Chandran. (2022) Teacher accountability and education restructuring: an exploration of teachers’ work identities in an urban school for poor in India. International Studies in Sociology of Education 31:3, pages 305-324.
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Chris Wilkins, Brad Gobby & Amanda Keddie. (2021) THE NEO-PERFORMATIVE TEACHER: SCHOOL REFORM, ENTREPRENEURIALISM AND THE PURSUIT OF EDUCATIONAL EQUITY. British Journal of Educational Studies 69:1, pages 27-45.
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Magnus Frostenson & Hans Englund. (2020) Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education 50:6, pages 695-710.
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Heather E. Prince. (2020) The sustained value teachers place on outdoor learning. Education 3-13 48:5, pages 597-610.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Hans Englund, Magnus Frostenson & Kristina S. Beime. (2019) Performative Technology Intensity and Teacher Subjectivities. Scandinavian Journal of Educational Research 63:5, pages 725-743.
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Mark Price. (2019) From troops to teachers: changing careers and narrative identities. Journal of Education for Teaching 45:3, pages 335-347.
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Carol Strahan née Brown, Simon Gibbs & Anna Reid. (2019) The psychological environment and teachers’ collective-efficacy beliefs. Educational Psychology in Practice 35:2, pages 147-164.
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Orly Sela & Miriam (Miri) Harel. (2019) ‘You have to prove yourself, initiate projects, be active’: the role of novice teachers in their own induction process. Professional Development in Education 45:2, pages 190-204.
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Irina Lokhtina. (2018) Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace / Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto. Journal for the Study of Education and Development 41:3, pages 581-618.
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Margaret Lloyd & James P. Davis. (2018) Beyond performativity: a pragmatic model of teacher professional learning. Professional Development in Education 44:1, pages 92-106.
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Paul Spencer, Susan Harrop, Judith Thomas & Tim Cain. (2018) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education 44:1, pages 33-46.
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Amanda Keddie. (2017) Primary school leadership in England: performativity and matters of professionalism. British Journal of Sociology of Education 38:8, pages 1245-1257.
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Chris Wilkins. (2017) ‘Elite’ career-changers and their experience of initial teacher education. Journal of Education for Teaching 43:2, pages 171-190.
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Alex Moore & Matthew Clarke. (2016) ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity. Journal of Education Policy 31:5, pages 666-677.
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Elizabeth J. Done, Mike Murphy & Helen Knowler. (2016) University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education 42:4, pages 610-627.
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Rima Bahous, Hugh Busher & Mona Nabhani. (2016) Teachers’ views of professional learning and collaboration in four urban Lebanese primary schools. Teacher Development 20:2, pages 197-212.
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Alison Hramiak. (2015) Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education 2:1.
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Chris Wilkins. (2015) Education reform in England: quality and equity in the performative school. International Journal of Inclusive Education 19:11, pages 1143-1160.
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Marion Bowl. (2014) ‘Ducking and diving’ adult educator agency in testing times: insights from England and New Zealand. Globalisation, Societies and Education 12:1, pages 32-50.
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Alison Hramiak. (2014) Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training. Professional Development in Education 40:1, pages 147-163.
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Tat Heung Choi. (2013) Autobiographical reflections for teacher professional learning. Professional Development in Education 39:5, pages 822-840.
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Articles from other publishers (19)
Lana Parker. (2021) The Skin as Seen: Thinking Through Racialized Subjectivities and Pedagogy with Levinas. Studies in Philosophy and Education 41:2, pages 227-242.
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Pinar Kocabas Gedik & Deniz Ortactepe. 2021. Research Anthology on Facilitating New Educational Practices Through Communities of Learning. Research Anthology on Facilitating New Educational Practices Through Communities of Learning
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Clare Martin. (2020) From LSA to teacher: the value of classroom experience in shaping a ‘teacher’ identity. Support for Learning 35:1, pages 23-42.
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Glenn Stone. 2020. The Palgrave Handbook of Auto/Biography. The Palgrave Handbook of Auto/Biography
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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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Hans Englund & Jonas Gerdin. (2019) Performative technologies and teacher subjectivities: A conceptual framework. British Educational Research Journal 45:3, pages 502-517.
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Craig Skerritt. (2018) Discourse and teacher identity in business-like education. Policy Futures in Education 17:2, pages 153-171.
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Matilde Gallardo. 2019. Negotiating Identity in Modern Foreign Language Teaching. Negotiating Identity in Modern Foreign Language Teaching
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Joanne Seal. (2017) Multiple professional identities: A personal exploration of the transition from nurse to lecturer. Journal of Health Visiting 5:2, pages 94-99.
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Pinar Kocabas Gedik & Deniz Ortactepe. 2017. Facilitating In-Service Teacher Training for Professional Development. Facilitating In-Service Teacher Training for Professional Development
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Vilija Stanišauskienė & Gintarė Edintaitė. (2016) Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions. Vocational Training: Research And Realities 27:1, pages 42-56.
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Chris Wilkins & Chris Comber. (2015) ‘Elite’ career-changers in the teaching profession. British Educational Research Journal 41:6, pages 1010-1030.
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Joan Smith. (2014) Gendered trends in student teachers’ professional aspirations. Educational Management Administration & Leadership 43:6, pages 861-882.
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José Miguel Correa, Asunción Martínez-Arbelaiz & Estibaliz Aberasturi-Apraiz. (2015) Post-modern reality shock: Beginning teachers as sojourners in communities of practice. Teaching and Teacher Education 48, pages 66-74.
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Claudia Lenuţa Rus, Anca Raluca Tomşa, Oana Luiza Rebega & Livia Apostol. (2013) Teachers’ Professional Identity: A Content Analysis. Procedia - Social and Behavioral Sciences 78, pages 315-319.
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Andrew Townsend. (2013) Rethinking Networks in Education: Case Studies of Organisational Development Networks in Neoliberal Contexts. Interchange 43:4, pages 343-362.
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