Citations (11)
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Joseph Smith. (2020) Community and contestation: a Gramscian case study of teacher resistance. Journal of Curriculum Studies 52:1, pages 27-44.
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Eleni Theodorou, Stavroula Philippou & Stavroula Kontovourki. (2017) Caught between worlds of expertise: Elementary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry 47:2, pages 217-240.
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Karina Korostelina. (2015) Reproduction of Conflict in History Teaching in Ukraine: A Social Identity Theory Analysis. Identity 15:3, pages 221-240.
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Terri Bourke, John Lidstone & Mary Ryan. (2015) Schooling Teachers: Professionalism or disciplinary power?. Educational Philosophy and Theory 47:1, pages 84-100.
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Nina Bascia, Shasta Carr-Harris, Rose Fine-Meyer & Cara Zurzolo. (2014) Teachers, Curriculum Innovation, and Policy Formation. Curriculum Inquiry 44:2, pages 228-248.
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Nina Bascia & Cindy Rottmann. (2011) What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform. Journal of Education Policy 26:6, pages 787-802.
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Fiona Hilferty. (2008) Theorising teacher professionalism as an enacted discourse of power. British Journal of Sociology of Education 29:2, pages 161-173.
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Articles from other publishers (4)
Theresa Bourke. 2019. Professionalism and Teacher Education. Professionalism and Teacher Education
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Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
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Terri Bourke, Mary Ryan & Margaret Lloyd. (2016) The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education 53, pages 1-9.
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A. Lin Goodwin. (2011) Response to Section II: What's Needed Now: Professional Development Schools and the Professionalization of Teaching. Teachers College Record: The Voice of Scholarship in Education 113:14, pages 432-443.
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