Exploring practice – research networks for critical professional learning

References

• Appleby , Y. 2009 . ‘Its just like being a student’: Making space for teachers to think . The International Journal of Learning , 16 ( 11 ) : 24 – 34 .
   Google Scholar
• Bourdieu , P. 1990 . The logic of practice , London : Polity Press .
   Google Scholar
• Boud , D. 2010 . “ Relocating reflection in the context of practice ” . In Beyond reflective practice: New approaches to professional lifelong learning , Edited by: Bradbury , H. , Frost , N. , Kilminister , S. and Zukas , M. 25 – 36 . London : Routledge .
   Google Scholar
• Brookfield , S. 1995 . Becoming a critically reflective teacher , San Francisco : Jossey-Bass .
   Google Scholar
• Browne , L. , Kelly , J. and Sargent , D. 2008 . Change or transformation? A critique of a nationally funded programme of continuous professional development for the further education system . Journal of Further and Higher Education , 32 ( 4 ) : 427 – 39 .
   Google Scholar
• Collinson , D. 2007 . Researching leadership in the learning and skills sector: By the sector, on the sector, for the sector, Vol. 1–5 . Lancaster : Centre for Excellence in Leadership .
   Google Scholar
• Daniels , H. 2010 . “ Implicit or invisible mediation in the development of interagency work ” . In Activity theory in practice: Promoting learning across boundaries and agencies , Edited by: Daniels , H. , Edwards , A. , Engeström , Y. , Gallagher , T. and Ludvigsen , S. 105 – 125 . London : Routledge .
   Google Scholar
• Department for Business, Innovation and Skills . 2009 . National Skills Strategy . www.bis.gov.uk
   Google Scholar
• Dhillon , J. 2009 . The role of social capital in sustaining partnership . British Educational Research Journal , 35 ( 5 ) : 687 – 704 .
   Web of Science ®Google Scholar
• Edwards , A. , and I. Kinit . 2010 . Working relationally at organisational boundaries: Negotiating expertise and identity . In Activity theory in practice: Promoting learning across boundaries and agencies , H. Daniels , A. Edwards , Y. Engeström , T. Gallagher , and S. Ludvigsen . 126 – 39 . London : Routledge .
   Google Scholar
• Edwards , R. and Nicoll , K. 2006 . Expertise, competence and reflection in the rhetoric of professional development . British Educational Research Journal , 32 ( 1 ) : 115 – 31 .
   Web of Science ®Google Scholar
• Elliot , J. 1991 . Action research for educational change , Milton Keynes : Open University Press .
   Google Scholar
• Engeström , Y. 2007 . “ Innovating learning in work teams: Analyzing cycles of knowledge creation in practice ” . In Perspectives on activity theory , Edited by: Engeström , Y. , Miettinen , R. and Punamaki , R. 377 – 406 . Cambridge : Cambridge University Press .
   Google Scholar
• Fenwick , T. 2009 . Making to measure? Reconsidering assessment in professional continuing education . Studies in Continuing Education , 31 ( 3 ) : 229 – 44 .
   Web of Science ®Google Scholar
• Fook , J. 2010 . “ Beyond reflective practice: Reworking the ‘critical’ in critical reflection ” . In Beyond reflective practice: New approaches to professional lifelong learning , Edited by: Bradbury , H. , Frost , N. , Kilminister , S. and Zukas , M. 37 – 42 . London : Routledge .
   Google Scholar
• Fuller , A. , Hodkinson , H. , Hodkinson , P. and Unwin , L. 2005 . Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning . British educational Journal , 31 ( 1 ) : 49 – 68 .
   Web of Science ®Google Scholar
• Fuller , A. and Unwin , L. 2004 . “ Expansive learning environments: Integrating organisational and personal development ” . In Workplace learning in context , Edited by: Rainbird , H. , Fuller , A. and Munro , A. 126 – 144 . London : Routledge .
   Google Scholar
• Gustavsson , M. 2009 . Facilitating expansive learning in a public sector organization . Studies in Continuing Education , 31 ( 3 ) : 245 – 59 .
   Web of Science ®Google Scholar
• Hafiz , R. , L. Jones , A. Kendall , J. Lea , and J. Rogers . 2009 . CPD for teachers in post-compulsory education . UCET Occasional Paper 18 .
   Google Scholar
• Hamilton , M. and Appleby , Y. 2009 . Critical perspectives on practitioner research: Introduction to the special edition . Studies in the Education of Adults , 41 ( 2 ) : 107 – 18 .
   Google Scholar
• Hammersley , M. 1995 . On the teacher as researcher . Educational Action Research , 1 ( 3 ) : 425 – 45 .
   Google Scholar
• Hillier , Y. and Jameson , J. 2003 . Empowering researchers in further education , Stoke on Trent : Trentham Books .
   Google Scholar
• Hillier , Y. and Morris , A. 2010 . Critical practitioners, developing researchers: The story of practitioner research in the learning and skills sector . Journal of Vocational Education and Training , 61 ( 1 ) : 85 – 9 .
   Google Scholar
• Ivanic , R. , Edwards , R. , Barton , D. , Martin-Jones , M. , Fowler , Z. , Hughes , B. , Mannion , G. , Miller , K. , Stachwell , C. and Smith , J. 2009 . Improving learning in college , London : Routledge .
   Google Scholar
• James , D. and Biesta , G. 2007 . Improving learning cultures in further education , London : Routledge .
   Google Scholar
• James , D. and Gleeson , D. 2007 . “ Professionality in FE learning cultures ” . In Improving learning cultures in further education , Edited by: James , D. and Biesta , G. 126 – 140 . London : Routledge .
   Google Scholar
• Kilpatrick , R. , Gallagher , T. and Carlisle , K. 2010 . “ Agency vs. constraint: The role of external agencies in interprofessional engagement ” . In Activity theory in practice: Promoting learning across boundaries and agencies , Edited by: Daniels , H. , Edwards , A. , Engeström , Y. , Gallagher , T. and Ludvigsen , S. 160 – 183 . London : Routledge .
   Google Scholar
• Latour , B. 2006 . “ On recalling ANT ” . In Actor network theory and after , Edited by: Law , J. and Hassard , J. Oxford : Blackwell .
   Google Scholar
• Lave , J. and Wenger , E. 2005 . Situated learning: Legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Law , J. 2006 . After ANT: Complexity, naming and topology. In Actor Network Theory and after , Oxford : Blackwell .
   Google Scholar
• Law , J. and Hassard , J. 2006 . Actor network theory and after , Oxford : Blackwell .
   Google Scholar
• Lea , J. 2005 . “ Getting your lines right – scripted communication in post-compulsory education ” . In Routledge guide to key debates in education , Edited by: Hayes , D. 157 – 63 . London : Routledge .
   Google Scholar
• Leitch , S. 2006 . The Leitch review of skills: Prosperity for all in the global economy – world class skills, final report December 2006 , London : The Stationery Office .
   Google Scholar
• Lucas , N. and Unwin , L. 2009 . Developing teacher expertise at work: In-service trainee teachers in colleges of further education in England . Journal of Further and Higher Education , 33 ( 4 ) : 423 – 33 .
   Google Scholar
• McNiff , J. 1993 . Teaching as learning: An action research approach , London : Routledge .
   Google Scholar
• Middleton , D. 2010 . “ Identifying learning in interprofessional discourse: The development of an analytic protocol ” . In Activity theory in practice: Promoting learning across boundaries and agencies , Edited by: Daniels , H. , Edwards , A. , Engeström , Y. , Gallagher , T. and Ludvigsen , S. 90 – 104 . London : Routledge .
   Google Scholar
• Miettinen , R. 1999 . The riddle of things: Activity theory and actor–network theory as approaches to studying innovations. Mind . Culture and Activity , 6 ( 3 ) : 170 – 95 .
   Google Scholar
• Murray , J. , Jones , M. , McNamara , O. and Stanley , G. 2009 . Capacity = expertise x motivation x opportunities: Factors in capacity building in teacher education in England . Journal of Education for Teaching , 35 ( 4 ) : 391 – 408 .
   Google Scholar
• OPSI . 2007a . The Further Education Teachers’ Continuing Professional Development and Registration (England) Regulations 2007 . London: Office of Public Sector Information .
   Google Scholar
• OPSI . 2007b . The Further Education Teachers’ Qualification (England) Regulation 2007 . London: Office of Public Sector Information .
   Google Scholar
• Robson , J. 2003 . Teacher professionalism in further and higher education: Challenges to culture and practice , London : Routledge .
   Google Scholar
• Schön , D. 1987 . Educating the reflective practitioner , San Francisco : Jossey Bass .
   Google Scholar
• Seikkula , J. and Arnkil , T. 2006 . Dialogical meetings in social networks , London : Karnac .
   Google Scholar
• Stenhouse , L. 1975 . An introduction to curriculum research and development , London : Heinemann .
   Google Scholar
• Warmington , P. and Leadbetter , J. 2010 . “ Expansive learning, expansive labour: Conceptualising the social production of labour-power within multi-agency working ” . In Activity theory in practice: Promoting learning across boundaries and agencies , Edited by: Daniels , H. , Edwards , A. , Engeström , Y. , Gallagher , T. and Ludvigsen , S. 72 – 89 . London : Routledge .
   Google Scholar
• Zukas , M. 2006 . Pedagogic learning in the pedagogic workplace: Educators lifelong learning and learning futures . International Journal of Pedagogies and Learning , http://usq.edu.au .
   Google Scholar