Becoming an early years professional: developing a new professional identity

References

• Avery, G. 2004. Understanding Leadership. London: SAGE Publications.
   Google Scholar
• Beijaard, D., P. C. Meijer, and N. Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20: 107–128. doi: 10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Beijaard, D., N. Verloop, and Jan D. Vermunt. 2000. “Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.” Teaching and Teacher Education 16: 749–764. doi: 10.1016/S0742-051X(00)00023-8
   Web of Science ®Google Scholar
• Bennis, W. 2007. “The Challenges of Leadership in the Modern World.” American Psychologist 62 (1): 2–5. doi: 10.1037/0003-066X.62.1.2
   PubMed Web of Science ®Google Scholar
• BERA. 2004. Revised Ethical Guidelines for Educational Research. Nottingham: British Educational Research Association (BERA).
   Google Scholar
• Billett, S. 2010. “Learning Throughout Working Life: A Relational Interdependence between Personal and Social Agency.” British Journal of Educational Studies 56 (1): 39–58. doi: 10.1111/j.1467-8527.2007.00394.x
   Web of Science ®Google Scholar
• Brott, P. E., and L. T. Kajs. 2010. Developing the Professional Identity of First-Year Teachers through a “Working Alliance”. Accessed July 22, 2010. http://www.alt-teachercert.org/Working%20Alliance.html
   Google Scholar
• Claxton, G. 2002. Building Learning Power. Bristol: TLO Ltd.
   Google Scholar
• Craib, I. 1998. Experiencing Identity. London: SAGE Publications.
   Google Scholar
• Creswell, J. W. 2009. Research Design. 3rd ed. London: SAGE Publications.
   Google Scholar
• Department for Children, Schools and Families (DCSF). 2008. The Children and Young People‘s Workforce Strategy. Nottingham: DCSF Publications.
   Google Scholar
• Department for Education and Skills (DfES). 2006. Children‘s Workforce Strategy: The Government‘s Response to the Consultation. London: DfES.
   Google Scholar
• Edwards, A., and C. D'Arcy. 2004. “Relational Agency and Disposition in Sociocultural Accounts of Learning to Teach.” Educational Review 56 (2): 147–155. doi: 10.1080/0031910410001693236
   Web of Science ®Google Scholar
• Engestrom, Y. 2000. “Activity Theory as a Framework for Analyzing and Redesigning Work.” Ergonomics 43 (7): 960–974. doi: 10.1080/001401300409143
   PubMed Web of Science ®Google Scholar
• Freidson, E. 2001. Professionalism: The Third Logic. Cambridge: Polity Press.
   Google Scholar
• Fullan, M. 1999. Change Forces: The Sequel. London: Falmer Press.
   Google Scholar
• Gerson, K., and R. Horowitz. 2002. “Observation and Interviewing: Options and Choices in Qualitative Research.” In Qualitative Research in Action, edited by T. May, 199–224. London: SAGE Publications.
   Google Scholar
• Gill, R. 2006. Theory and Practice of Leadership. London: SAGE Publications.
   Google Scholar
• Hager, P. 2004. “Conceptions of Learning and Understanding Learning at Work.” Studies in Continuing Education 26 (1): 3–17. doi: 10.1080/158037042000199434
   Google Scholar
• Harris, A. 2008. Distributed School Leadership. London: Routledge.
   Google Scholar
• Husserl, E. 1970. The Crisis of European Sciences and Transcendental Phenomenology. transl. ed. J. Wild. Evanston: Northwestern University Press.
   Google Scholar
• Ibarra, H. 2000. Provisional Selves: ‘Experimenting with Image and Identity in Professional Adaptation’. Harvard Business School Archive. Accessed July 22, 2010. http://hbswk.hbs.edu/archive/1275.html
   Google Scholar
• Kaser, L., and J. Halbert. 2009. Leadership Mindsets: Innovation and Learning in the Transformation of Schools. Abingdon: Routledge.
   Google Scholar
• Knowles, M. 1998. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Houston TX: Gulf Publications.
   Google Scholar
• Lambert, L. 2003. “Leadership Redefined: An Evocative Context for Teacher Leadership.” School Leadership & Management 23 (4): 421–430. doi: 10.1080/1363243032000150953
   Google Scholar
• Lillejord, S., and O. Dysthe. 2008. “Productive Learning Practice- A Theoretical Discussion Based on Two Cases.” Journal of Education and Work 21 (1): 75–89. doi: 10.1080/13639080801957154
   Google Scholar
• Marquardt, M. J. 2000. “Action Learning and Leadership.” The Learning Organisation 7 (5): 233–241. doi: 10.1108/09696470010352990
   Google Scholar
• Marques, J. F. 2007. “The Interconnectedness between Leadership and Learning: A Reaffirmation.” Journal of Management Development 26 (10): 918–932. doi: 10.1108/02621710710833388
   Google Scholar
• McGillivray, G. 2008. “Nannies, Nursery Nurses and Early Years Professionals: Constructions of Professional Identity in the Early Years Workforce in England.” European Early Childhood Education Research Journal 16 (2): 242–254. doi: 10.1080/13502930802141659
   Web of Science ®Google Scholar
• Mezirow, J. 2004. “Forum Comment on Sharan Merriam's ‘The Role of Cognitive Development in Mezirow's Transformational Learning Theory’.” Adult Education Quarterly 55 (1): 69–70. doi: 10.1177/0741713604268892
   Web of Science ®Google Scholar
• Moyles, J. 2001. “Passion, Paradox and Professionalism in Early Years Education.” Early Years 21 (2): 81–95.
   Google Scholar
• Moyles, J., S. Adams, and A. Musgrove. 2002. Study of Pedagogical Effectiveness in Early Learning. DfES Research Report RR363.
   Google Scholar
• Osgood, J. 2010. “Reconstructing Professionalism in ECEC.” Early Years 30 (2): 119–133. doi: 10.1080/09575146.2010.490905
   Google Scholar
• Ritchie, J., and J. Lewis. 2003. Qualitative Research Practice. London: SAGE Publications.
   Google Scholar
• Robson, C. 2002. Real World Research. 2nd ed. Oxford: Blackwell Publishing.
   Google Scholar
• Rodd, J. 2006. Leadership in Early Childhood. 3rd ed. Maidenhead: Open University Press.
   Google Scholar
• Rogers, C. R. 1961. On Becoming a Person. Boston, MA: Houghton Mifflin.
   Google Scholar
• Rogers, C. R. 1978. Carl Rogers on Personal Power. London: Constable.
   Google Scholar
• Rogers, M. F. 1983. Sociology, Ethnomethodology, and Experience. Cambridge: Cambridge University Press.
   Google Scholar
• Rogers, C. R. 1990. The Carl Rogers Reader. Edited by H. Kirschenbaum, and V. L. Henderson. London: Constable.
   Google Scholar
• Seidman, I. 1998. Interviewing as Qualitative Research. 2nd ed. New York: Teachers College Press.
   Google Scholar
• Sergiovanni, T. J. 2001. Leadership. What‘s in it for Schools?. Abingdon: RoutledgeFalmer.
   Google Scholar
• Simpson, D. 2010. “Being Professional? Conceptualising Early Years Professionalism in England.” European Early Childhood Education Research Journal 18 (1): 5–14. doi: 10.1080/13502930903520009
   Web of Science ®Google Scholar
• Siraj-Blatchford, I., and L. Manni. 2007. Effective Leadership in the Early Years Sector: the ELEYS Study. London: Institute of Education, University of London.
   Google Scholar
• Spillane, J. P., R. Halverswon, and J. B. Diamond. 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34.
   Google Scholar
• Starratt, R. J. 2007. “Leading a Community of Learners.” Educational Management Administration and Leadership 35: 165–183. doi: 10.1177/1741143207075387
   Google Scholar
• Taggart, G. 2011. “Don't we Care?: The Ethics and Emotional Labour of Rarly Years Professionalism.” Early Years 31 (1): 85–95. doi: 10.1080/09575146.2010.536948
   Google Scholar
• Whalley, M. 2008. Leading Practice in Early Years Settings. Exeter: Learning Matters Ltd.
   Google Scholar