The teacher as reflexive professional: making visible the excluded discourse in teacher standards

References

• Archer, M. (1995). Realist social theory: The morphogenetic approach. Cambridge: Cambridge University Press.
   Google Scholar
• Archer, M. (2007). Making our way though the world: Human reflexivity and social mobility. Cambridge: Cambridge University Press.
   Google Scholar
• Archer, M. (2010). Introduction: The reflexive re-turn. In M. Archer (Ed.), Conversations about reflexivity (pp. 1–14). London: Routledge.
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority. (2011). My school. Retrieved from http://www.myschool.edu.au/
   Google Scholar
• Australian Institute for Teaching and School Leadership. (2011). National professional standards for teachers. Canberra: The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).
   Google Scholar
• Ball, S. (1994). Education reform, a critical and post-structural approach. Buckingham: Open University Press.
   Google Scholar
• Ball, S. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.
   Google Scholar
• Beck, J. (2009). Appropriating professionalism: Restructuring the official knowledge base of England's ‘modernised’ teaching profession. British Journal of Sociology of Education, 30(1), 3–14.
   Web of Science ®Google Scholar
• Bloomfield, D. (2006). A new discourse for teacher professionalism: Ramsey, standards and accountability. Curriculum Leadership, 5(9), 27–44.
   Google Scholar
• Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia Pacific Journal of Teacher Education, 37(1), 27–44.
   Web of Science ®Google Scholar
• Butler, J. (1997). Excitable speech: Politics of the performative. London: Routledge.
   Google Scholar
• Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2), 141–157.
   Google Scholar
• Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.
   Web of Science ®Google Scholar
• Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851–870.
   Web of Science ®Google Scholar
• Evetts, J. (2009). The management of professionalism: A contemporary paradox. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (Eds.), Changing teacher professionalism: International trends, challenges and ways forward (pp. 19–30). London: Routledge, Taylor Francis Group.
   Google Scholar
• Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
   Google Scholar
• Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
   Google Scholar
• Fenech, M., Sumsion, J., & Shepherd, W. (2010). Promoting early childhood teacher professionalism in the Australian context: The place of resistance. Contemporary Issues in Early Childhood, 11(1), 89–105.
   Google Scholar
• Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition: Reforming professionalism. Buckingham: Open University Press.
   Google Scholar
• Goodson, I. (2000). The principled professional. Prospects, 30(2), 43–50.
   Google Scholar
• Goodson, I., & Hargreaves, A. (1996). Teacher's professional lives. London: Falmer Press.
   Google Scholar
• Grossman, R. (2008). Structures for facilitating student reflection. College Teaching, 57(1), 15–22.
   Google Scholar
• Halliday, M.A.K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
   Google Scholar
• Hargreaves, A. (2000). Four ages of professionalism. Teachers and teaching, 6(2), 151–182.
   Google Scholar
• Hargreaves, A., & Lo, L. (2000). The paradoxical profession: Teaching at the turn of the century. Prospects: Quarterly Review of Comparative Education, 30(2), 167–180.
   Google Scholar
• Ifanti, A., & Fotopoulopou, V. (2011). Teachers’ perceptions of professionalism and professional development: A case study in Greece. World Journal of Education, 1(1), 40–51.
   Google Scholar
• Ingvarson, L. (2010). Recognising accomplished teachers in Australia: Where have we been? Where are we heading? Australian Journal of Education, 54(1), 46–71.
   Web of Science ®Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
   Google Scholar
• Leaton Gray, S., & Whitty, G. (2010). Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour. Cambridge Journal of Education, 40(1), 5–23.
   Web of Science ®Google Scholar
• Leitch, R. (2010). Masks as self-study. Challenging and sustaining teachers’ personal and professional personae in early-mid career life phases. Teachers and Teaching: Theory and Practice, 16(3), 329–352.
   Web of Science ®Google Scholar
• Osgood, J. (2006). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5–14.
   Google Scholar
• Ovens, A., & Tinning, R. (2009). Reflection as situated practice: A memory-work study of lived experience in teacher education. Teaching and Teacher Education, 25, 1125–1131.
   Web of Science ®Google Scholar
• Ryan, M. (2010). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99–111.
   Web of Science ®Google Scholar
• Ryan, M. (2011). Spaces of possibility in pre-service teacher education. British Journal of Sociology of Education, 32(6), 881–900.
   Web of Science ®Google Scholar
• Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.
   Google Scholar
• Thomas, S. (2011). Teachers and public engagement: An argument for rethinking teacher professionalism to challenge deficit discourses in the public sphere. Discourse: Studies in the Cultural Politics of Education, 32(3), 371–382.
   Web of Science ®Google Scholar
• Training and Development Agency for Schools (TDA). (2007). Professional standards for teachers. London: Author.
   Google Scholar
• Wilkins, C. (2011). Professionalism and the post-performative teacher: New teachers reflect on autonomy and accountability in the English school system. Professional Development in Education, 37(3), 389–409.
   Google Scholar