Roles, practices and contexts for acting as agents of social justice – student teachers’ perspectives

References

• Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., & Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61, 237–247.
   Web of Science ®Google Scholar
• Archer, M. S. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
   Google Scholar
• Argyris, C., . &., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
   Google Scholar
• Arshad, R., Wrigley, T., & Pratt, L. (Eds.). (2012). Social justice re-examined: Dilemmas and solutions for the classroom teacher. Stoke-on-Trent: Trentham Publications.
   Google Scholar
• Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington & J. Macarthur (Eds.), Teaching in inclusive school communities (pp. 65–87). Milton: John Wiley & Sons Australia.
   Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640.
   Web of Science ®Google Scholar
• Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719.
   Web of Science ®Google Scholar
• Campbell, E. (2004). Ethical bases of moral agency in teaching. Teachers and Teaching: Theory and Practice, 10(4), 409–428.
   Google Scholar
• Carr, D. (2003). Moral educational implications of rival conceptions of education and the role of the teacher. Journal of Moral Education, 32(3), 219–232.
   Web of Science ®Google Scholar
• Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114–123.
   Web of Science ®Google Scholar
• Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research. An overview of the field, part II. Journal of Teacher Education, 66(2), 109–121.
   Web of Science ®Google Scholar
• DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136–155.
   Web of Science ®Google Scholar
• Edwards, P. A. (2010). Relational agency: Working with other practitioners. In P. A. Edwards (Ed.), Being an expert professional practitioner (pp. 61–79). Netherlands: Springer.
   Google Scholar
• Enterline, S., Cochran-Smith, M., Ludlow, L., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4(4), 267–290.
   Google Scholar
• Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.
   Web of Science ®Google Scholar
• Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.
   Web of Science ®Google Scholar
• Florian, L., & Pantić, N. (2017). Teacher education for changing demographics of schooling. Dordrecht: Springer.
   Google Scholar
• Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594–601.
   Web of Science ®Google Scholar
• Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135.
   Web of Science ®Google Scholar
• Gibbs, G. (2007). Analyzing qualitative data. London: Sage.
   Google Scholar
• Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. California, CA: University of California Press.
   Google Scholar
• King, N. (2004). Using templates in the thematic analysis of texts. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 256–270). London: Sage.
   Google Scholar
• Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916.
   Web of Science ®Google Scholar
• Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819.
   Web of Science ®Google Scholar
• MacQueen, K. M., McLellan, E., Kay, K., & Milstein, B. (1998). Codebook development for team-based qualitative analysis. Cultural Anthropology Methods, 10(2), 31–36.
   Google Scholar
• Martindale, A., & Collins, D. (2012). A professional judgment and decision-making case study: Reflection-in-action research. The Sport Psychologist, 26(4), 500–518.
   Web of Science ®Google Scholar
• Martindale, A., Collins, D., & Morton, V. (2017). Cognition at the crime scene: Identifying cognitive demands on professional judgment and decision making expertise of crime scene examiners. In J. Gore & P. Ward (Eds.), Proceedings of the 13th bi-annual international conference on Naturalistic Decision Making, Bath, UK (pp. 226–230).
   Google Scholar
• Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
   Google Scholar
• Militello, L. G., & Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA): A practitioner’s toolkit for understanding cognitive task demands. Ergonomics, 41, 1618–1641.
   PubMed Web of Science ®Google Scholar
• Mills, C., & Ballantyne, J. (2016). Social justice and teacher education: A systematic review of empirical work in the field. Journal of Teacher Education, 67(4), 263–276.
   Web of Science ®Google Scholar
• Morozova, G., Martindale, A., & Currie, I. (2017). Identifying the cognitive demands on experts’ decision making in liver transplantation. In J. Gore & P. Ward (Eds.), Proceedings of the 13th bi-annual international conference on Naturalistic Decision Making, Bath, UK (pp. 241–246).
   Google Scholar
• OECD (Organization for Economic Cooperation and Development). (2012). Programme for international student assessment (PISA) 2012: National reports for England. Wales, Scotland and Northern Ireland. Retrieved from http://www.nfer.ac.uk/pisa/PISA-2012-in-the-UK.cfm
   Google Scholar
• Ormell, C. (1993). Values versus Values. Journal of Moral Education, 22(1), 31–45.
   Web of Science ®Google Scholar
• Pantić, N. (2015a). A model for study of teacher agency for social justice. Teachers and Teaching: Theory and Practice, 21(6), 759–778.
   Web of Science ®Google Scholar
• Pantić, N. (2015b). Reconciling rigour and impact by collaborative research design: Study of teacher agency. International Journal of Research & Method in Education, 40(4), 329–344.
   Web of Science ®Google Scholar
• Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 333–351.
   Google Scholar
• Pantić, N., Wubbels, T., & Mainhard, T. (2011). Teacher competence as a basis for teacher education: Comparing views of teachers and teacher educators in five western Balkan countries. Comparative Education Review, 55(2), 165–188.
   Web of Science ®Google Scholar
• Price, J. N., & Valli, L. (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education, 56(1), 57–72.
   Web of Science ®Google Scholar
• Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191–214.
   Web of Science ®Google Scholar
• Ritchie, J., Spencer, L., & O’Connor, W. (2003). Carrying out qualitative analysis. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 219–262). London: Sage.
   Google Scholar
• Ritchie, S., An, S., Cone, N., & Bullock, P. (2013). Teacher education for social change: Transforming a content methods course block. Current Issues in Comparative Education, 15(2), 63–83.
   Google Scholar
• Scottish Government. (2011). Teaching Scotland’s future - Report of a review of teacher education in Scotland. Retrieved from http://www.scotland.gov.uk/Publications/2011/01/13092132/0
   Google Scholar
• Scottish Government. (2014). Getting It Right for Every Child. Retrieved from http://www.gov.scot/resource/0042/00423979.pdf
   Google Scholar
• Sleeter, C. (2014). Toward teacher education research, that informs policy. Educational Researcher, 43(3), 146–153.
   Web of Science ®Google Scholar
• Smith, M. L. (2006). Multiple methodology in education research. In J. L. Green, G. Camilli, P. B. Elmore, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 457–475). Mahwah, NJ: Routledge.
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn & Bacon.
   Google Scholar
• Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18(2), 155–180.
   Web of Science ®Google Scholar
• Tofel-Grehel, C., & Feldon, D. F. (2013). Cognitive task analysis-based training: A meta-analysis of studies. Journal of Cognitive Engineering and Decision Making, 7, 293–304.
   Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers. Albany, NY: State University of New York Press.
   Google Scholar
• Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education a critical review and notes for a research program. Review of Educational Research, 83(3), 319–356.
   Web of Science ®Google Scholar
• Wingfield, L. R., Kulendran, M., Chow, A., Nehme, J., & Purkayastha, S. (2014). Cognitive task analysis: Bringing olympic athlete style training to surgical education. Surgical Innovation, 22(4), 406–417.
   PubMed Web of Science ®Google Scholar
• Zeichner, K. M. (2009). Teacher education and the struggle for social justice. New York: Routledge.
   Google Scholar