References
- Allen, J. A., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching., 20(2), 136–151. https://doi.org/10.1080/13540602.2013.848568
- Australian Institute of Teaching and School Leadership (AITSL). (2018). TEMAG evaluation: School-university partnerships. Melbourne: PTR Consulting Pty Ltd. https://www.aitsl.edu.au/docs/default-source/default-document-library/temag-evaluation-school-university-partnerships.pdf?sfvrsn=de47f03c_2
- Bakhtin, M. (1978). The formal method in literary scholarship: A critical introduction to sociological poetics. John Hopkins University Press.
- Bakhtin, M. 1981. The dialogic imagination: Four essays by M.M. Bakhtin (C. Emerson & M. Holquist, Trans.). The University of Texas Press.
- Beckett, D. (2011). Learning to be – at work. In L. Scanlon (Ed.), ‘Becoming’ a professional: An interdisciplinary study of professional learning (pp. 57-76). Springer.
- Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia-Pacific Journal of Teacher Education, 37(1), 27–44. https://doi.org/10.1080/13598660802530503
- Bloomfield, D., & Nguyen, H. T. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 22–44. https://doi.org/http://dx.doi.org/10.14221/ajte.2015v40n11.2
- Cole, D., & Masny, D. (2012). Introduction to special issue: Education and the politics of becoming. Discourse: Studies in the Cultural Politics of Education, 33(1), 1–3. https://doi.org/10.1080/01596306.2012.632156
- Dall’Alva. (2009). Learning to be professionals: Innovation and change in professional education. Springer.
- Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/10.1080/0161956X.2014.939009
- Department of Education and Training. (2018). Teaching academies of professional practice. Victoria, Australia: Department of Education and Training. https://www.education.vic.gov.au/about/educationstate/Pages/tapp.aspxon24/10/2015.
- Department of Education and Training. (2015). Teaching academies of professional practice. Retrieved from https://www.education.vic.gov.au/about/educationstate/Pages/tapp.aspx
- Doecke, B., & Kostogriz, A. (2008). Becoming a professional (and other dissidents acts). Language and literacy teaching in an age of neoliberal reform. L1-Educational Studies in Language and Literature, 8(4), 63–84. https://doi.org/10.17239/L1ESLL-2008.08.04.04
- Furlong, J., Whitty, G., Whiting, C., Miles, S., Barton, L., & Barret, E. (1996). Redefining partnership: Revolution or reform in initial teacher education? Journal of Education for Teaching: International Research and Pedagogy, 22(1), 39–56. https://doi.org/10.1080/02607479650038418
- Gee, J. (2011). How to do discourse analysis. Taylor & Francis.
- Gerofsky, S. (2010). The impossibility of ‘real-life’ word problems (according to Bakhtin, Lacan, Zizek and Baudrillard). Discourse, 31(1), 61–74. https://doi.org/10.1080/01596300903465427.
- Gorodetsky, M., & Barak, J. (2016). Becoming learners/teachers in nomadic space. Teachers and Teaching: Theory and Practice, 22(1), 84–100. https://doi.org/10.1080/13540602.2015.1023030
- Grudnoff, L., Haigh, W., & Mackisack, V. (2016). Re-envisaging and reinvigorating school-university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2) 1–14.
- Gutierrez, A., Young, K., & Jordan, K. (2019). Reflecting on teacher educator roles in partnership through narrative. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and teacher education: Voices from policy and practice (pp. 91–115). Springer.
- Hager, P., & Hodkinson, P. (2011). Becoming as an appropriate metaphor for understanding professional learning. In L. Scanlon (Ed.), ‘Becoming’ a professional: An interdisciplinary study of professional learning. (pp. 33-56). Springer.
- Holquist, M. (1981). Glossary. In C. Emerson & M. Holquist (Eds.) The dialogic Imagination (pp. 423–434). The University of Texas Press.
- Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleboroough, G., Herbert, S., Redman, C. (2016). Successful university-school partnerships: An interpretative framework to inform partnership practice. Teaching and Teacher Education, 60(2016-11), 108–120. https://doi.org/10.1016/j.tate.2016.08.006
- Kostogriz, A., & Peeler, E. (2007). Professional identity and pedagogical space: Negotiating difference in teacher workplaces. Teaching Education, 18(2), 107–122. https://doi.org/10.1080/10476210701325135
- Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and sustainable university-school partnerships. Beyond determined efforts of inspired individuals. Canberra: Teaching Australia [Electronic version]. http://hdl.voced.edu.au/10707/144200.
- Le Cornu, R. (2016). Professional experience: Learning from the past to build the future. Asia-Pacific Journal of Teacher Education, 44(1), 80–101. https://doi.org/10.1080/1359866X.2015.1102200
- Leonard, S. N. (2012). Professional conversations: Mentor teachers’ theories-in-use using the Australian national professional standards for teachers. Australian Journal of Teacher Education, 37(12), 45–62. https://doi.org/http://dx.doi.org/10.14221/ajte.2012v37n12.7
- Louden, W. (2008). 101 Damnations: the persistence of criticism and the absence of evidence about teacher education in Australia. Teachers and teaching: Theory and practice. 14(4), 357–368. https://doi.org/10.1080/13540600802037777
- Miles, R., Garoni, S., & Knipe, S. (2019). Learning to be a professional: Bridging the gap in teacher education practice. In A. Gutierrez, C. Alexander, & J. Fox (Eds.), Professionalism and teacher education (pp. 91–116). Springer.
- Morson, G. S., & Emerson, C. (1990). Mikhail bakhtin: Creation of a prosaics. Stanford University Press.
- Mulcahy, D. (2011). Teacher professional becoming: A practice-based, actor-network theory perspective. In L. Scanlon (Ed.), ‘Becoming’ a professional: An interdisciplinary study of professional learning (pp. 219–244). Springer.
- Scanlon, L. (2011). ‘Becoming’ a professional. In L. Scanlon (Ed.), ‘Becoming’ a professional: an interdisciplinary study of professional learning (pp. 13–32), Dordrecht, Netherlands: Springer.
- Scanlon, L. (2011a). ‘Becoming’ a professional. In L. Scanlon (Ed.), ‘Becoming’ a professional: An interdisciplinary study of professional learning (pp. 13–32). Springer.
- Scanlon, L. (2011b). And the conclusion for now is … ? In L. Scanlon (Ed.), ‘Becoming’ a professional: An interdisciplinary study of professional learning (pp. 245–246). Springer.
- Sinner, A. (2010). Negotiating spaces: The in-betweenness of becoming a teacher. AsiaPacific Journal of Teacher Education, 38(1), 23–37. https://doi.org/10.1080/13598660903474171
- Smedley, L. (2001). Impediments to Partnership: A literature review of school‐university links. Teachers and Teaching, 7(2), 189–209. https://doi.org/10.1080/13540600120054973
- Stenberg, K., Rajala, A., & Hippo, J. (2016). Fostering theory-practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470. https://doi.org/10.1080/1359866X.2015.1136406
- Walsh, M., & Backe, S. (2013). School–university partnerships: reflections and opportunities. Peabody Journal of Education, 88(5), 594–607. https://doi.org/10.1080/0161956X.2013.835158
- White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: Issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181–193. https://doi.org/10.1080/1359866X.2010.493297
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1/2), 89–99. https://doi.org/10.1177/0022487109347671