‘Struggles as engagement’ in teacher change: a longitudinal case study of a reading teacher’s changing practices

References

• Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206–1220.
   Web of Science ®Google Scholar
• Cabaroglu, N., & Tillema, H. H. (2011). Teacher educator dilemmas: A concept to study pedagogy. Teachers and Teaching: Theory and Practice, 17(5), 559–573.
   Web of Science ®Google Scholar
• Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions (pp. 1–46). New York, NY: Cambridge University Press.
   Google Scholar
• Craig, C. J. (2012). “Butterfly Under a Pin”: An emergent teacher image amid mandated curriculum reform. Journal of Educational Research, 105(2), 90–101.
   Web of Science ®Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). New York, NY: Cambridge University Press.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
   Google Scholar
• Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387.
   Web of Science ®Google Scholar
• Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts – Towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching: Theory and Practice, 19(1), 4–17.
   Web of Science ®Google Scholar
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
   Google Scholar
• Goss, P., Sonnemann, J., Chisolm, C., & Nelson, L. (2016). Widening gaps: What NAPLAN tells us about student progress. Australia: Grattan Institute.
   Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.
   Google Scholar
• Hargreaves, A., & Shirley, D. (2008). The fourth way of change. Educational Leadership, 66(2), 56–61.
   Web of Science ®Google Scholar
• Hirst, P. H. (1971). What is teaching? Journal of Curriculum Studies, 3(1), 5–18.
   Web of Science ®Google Scholar
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.
   Web of Science ®Google Scholar
• Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. Nardi (Ed.), Context and consciousness: Activity theory and human computer interaction (pp. 17–44). Cambridge: MIT Press.
   Google Scholar
• Lampert, M. (1985). How do teachers manage to teach?: Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
   Web of Science ®Google Scholar
• Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56–64.
   Web of Science ®Google Scholar
• Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Meece, J. L., & Miller, S. D. (1999). Changes in elementary school children’s achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3(3), 207–229.
   Google Scholar
• Miles, M., & Huberman, A. (1984). Qualitative data analysis: A sourcebook of new methods. California: Sage Publications.
   Google Scholar
• Opfer, V. D., & Pedder, D. G. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.
   Web of Science ®Google Scholar
• Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27(2), 443–453.
   Web of Science ®Google Scholar
• Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
   Google Scholar
• Roblin, N., & Margalef, L. (2013). Learning from dilemmas: Teacher professional development through collaborative action and reflection. Teachers and Teaching: Theory and Practice, 19(1), 18–32.
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. London: Sage.
   Google Scholar
• Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22–43.
   Web of Science ®Google Scholar
• Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32, 328–369.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.
   Google Scholar
• Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121–137.
   Web of Science ®Google Scholar