References
- Aldous, D. (2012). Understanding the complexity of the lived experiences of Foundation Degree Sport lecturers within the context of Further Education. Sport, Education and Society, 19(4), 472–488. doi:10.1080/13573322.2012.674506
- Aldous, D., & Brown, D. (2010). Framing bodies of knowledge within the ‘acoustics’ of the school: Exploring pedagogical transition through newly qualified physical education teacher experiences. Sport, Education and Society, 15(4), 411–429. doi: 10.1080/13573322.2010.514737
- Aldous, D., Sparkes, A. C., & Brown, D. (2014). Trajectories towards failure: Considerations regarding post-16 transitions within the UK Sport-Education sector. Sport, Education and Society. doi:10.1080/13573322.2014.890929
- Arnot, M., & Reay, D. (2006). Power, pedagogic voices and pupil talk: The implications for pupil consultation in transformative practice. In R. Moore, M. Arnot, J. Beck, & H. Daniels (Eds.), Knowledge, power and educational reform (pp. 75–94). London: Routledge.
- Barnett, M. (2006). Vocational knowledge and vocational pedagogy. In M. Young & J. Gamble (Eds.), Knowledge, curriculum and qualifications for South African Further Education (pp. 143–158). Cape Town: HSRC Press.
- Bathmaker, A. M., & Avis, J. (2005). Becoming a lecturer in further education in England: The construction of professional identity and the role of communities of practice. Journal of Education for Teaching: International Research and Pedagogy, 31(1), 47–62. doi:10.1080/02607470500043771
- Bell, A., Mladenovic, R., & Segara, R. (2010). Supporting the reflective practice of tutors: What do tutors reflect on? Teaching in Higher Education, 15(1), 57–70. doi:10.1080/13562510903488139
- Bernstein, B. (2000). Pedagogy, symbolic control and identity. Boston, MA: Rowman & Littlefield.
- Bernstein, B. (2004). Social class and pedagogic practice. In S. J. Ball (Ed.), The routledgefalmer reader in sociology of education (pp. 196–219). Abingdon: RoutledgeFalmer.
- Bevan, R. (1986). A twig of evidence. Worthing: Churchman.
- Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
- Close-Thomas, F. A. (1995). Connecting the macro and the micro perspectives: The significance of meaning. In A. R. Sadovnik (Ed.), Knowledge and pedagogy: The sociology of basil Bernstein (pp. 97–11). Norwood, NJ: Ablex Publishing Corporation.
- Craig, C. (2009). Learning about reflection through exploring narrative inquiry. Reflective Practice: International and Multidisciplinary Perspectives, 10(1), 105–116. doi:10.1080/14623940802652920
- Department for Education and Skills (DfES). (2006). Personalising Further Education: Developing a Vision. Nottingham: Crown Copyright.
- Edexcel. (2009). Sport: Level 3: BTEC national specification. Harlow: Pearson Education Limited.
- Elwood, J. (2012). Qualifications, examinations and assessment: Views and perspectives of students in the 14–19 phase on policy and practice. Cambridge Journal of Education, 42(4), 497–512. doi: 10.1080/0305764X.2012.733347
- Fisher, R. (2003). The golden age of BTEC: The business education curriculum in 1980s further education. The Curriculum Journal, 14(2), 253–277. doi: 10.1080/09585170302835
- Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. doi: 10.1177/1077800405284363
- Gamble, J. (2014). ‘Approaching the sacred’: Directionality in the relation between curriculum and knowledge structure. British Journal of Sociology of Education, 35(1), 56–72. doi: 10.1080/01425692.2012.740802
- Gleeson, D. (1999). Challenging tripartism: Class and inequality in post-compulsory education policy. In J. Demaine (Ed.), Education policy and contemporary politics (pp. 129–152). Basingstoke: Macmillan.
- HEFCE. (2000). Foundation degree prospectus. Bristol: Author.
- Huntley, E., Cropley, B., Gilbourne, D., Sparkes, A., & Knowles, Z. (2014). Reflecting back and forwards: An evaluation of peer-reviewed reflective practice research in sport. Reflective Practice: International and Multidisciplinary Perspectives, 15(6), 863–876. doi:10.1080/14623943.2014.969695
- Isaacs, T. (2013). The diploma qualification in England: An avoidable failure? Journal of Vocational Education and Training, 65(2), 277–290. doi: 10.1080/13636820.2013.783613
- Knowles, Z., Gilbourne, D., Borrie, A., & Nevill, A. (2001). Developing the reflective sports coach: A study exploring the processes of reflective practice within a higher education coaching programme. Reflective Practice: International and Multidisciplinary Perspectives, 2(2), 185–207. doi: 10.1080/14623940123820
- Lamb, P., Lane, K., & Aldous, D. (2013). Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education. European Physical Education Review, 19(1), 21–38. doi: 10.1177/1356336X12457293
- Lillis, T., & Turner, J. (2001). Student writing in higher education: Contemporary confusion, traditional concerns. Teaching in Higher Education, 6(1), 57–68. doi: 10.1080/13562510020029608
- Lingfield, R. (2012). Professionalism in further education: Final report of the independent review panel. London: Crown Copyright.
- Macdonald, D., & Tinning, R. (2003). Reflective practice goes public: Reflection, governmentality and post-modernity. In A. Laker (Ed.), The future of physical education: Building a new pedagogy (pp. 82–101). London: Routledge.
- Morais, A. (2002). Basil Bernstein at the micro-level of the classroom. British Journal of Sociology of Education, 23(4), 559–569. doi:10.1080/0142569022000038413
- Morais, A., & Neves, I. (2010). Basil Bernstein as an inspiration for educational research: Specific methodological approaches. In P. Singh, A. R. Sadovnik, & S. F. Semel (Eds.), Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein's sociology of knowledge (pp. 11–33). New York: Peter Lang.
- Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317–332. doi: 10.1080/03075079612331381241
- Muller, J. (2006). Differentiation and progression in the curriculum. In M. Young & J. Gamble (Eds.), Knowledge, curriculum and qualifications for South African Further Education (pp. 66–87). Cape Town: Human Sciences Research Council.
- Muller, J., & Hoadley, U. (2010). Pedagogy and moral order. In P. Singh, A. R. Sadovnik, & S. F. Semel (Eds.), Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein's sociology of knowledge (pp. 161–177). New York, NY: Peter Lang.
- Penney, D. (2013). Points of tension and possibility: Boundaries in and of physical education. Sport Education and Society, 18(1), 6–20. doi: 10.1080/13573322.2012.713862
- Penney, D., & Evans, J. (1999). Politics, policy and practice in physical education. London: Routledge.
- Quality Assurance Agency (QAA). (2010). Foundation degree qualification benchmark. Gloucester: Author.
- Riessman, K. C. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
- Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Singh, P., & Harris, J. (2010). Pedagogic translations. In P. Singh, A. R. Sadovnik, & S. F. Semel (Eds.), Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein's sociology of knowledge (pp. 249–267). New York, NY: Peter Lang.
- Singh, P., Sadovnik, A. R., & Semel, S. F. (2010). Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein's sociology of knowledge. New York, NY: Peter Lang.
- SkillsActive UK. (2010). Advanced apprenticeship in sporting excellence. Retrieved from http://www.skillsactive.com/aase
- Sparkes, A. C., & Smith, B. (2014). Qualitative research methods in sport exercise and health: From process to product. London: Routledge.
- Sport England. (2010). The future of further education sport. Derby: Association of Colleges.
- Wheelahan, L. (2007). How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651. doi: 10.1080/01425690701505540
- Wheelahan, L. (2010). Why knowledge matters in curriculum: A social realist argument. London: Routledge.
- Wolf, A. (2011). Review of vocational education – The Wolf report. London: DfEE.
- Young, M., & Gamble, J. (2006). Knowledge, curriculum and qualifications for South African further education. Cape Town: HSRC Press.
- Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23–48. doi: 10.17763/haer.57.1.j18v7162275t1w3w