The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector

References

• Barton, D. 1994. Literacy: An Introduction to the Ecology of Written Language. Oxford: Blackwell.
   Google Scholar
• Barton, D., and M. Hamilton. 1998. Local Literacies: Reading and Writing in One Community. London: Routledge.
   Google Scholar
• Bathmaker, A.-M., and J. Avis. 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 31 (1): 47–62.
   Google Scholar
• Belfiore, M., T. Defoe, S. Folinsbee, J. Hunter, and N. Jackson. 2004. Reading Work: Literacies in the New Workplace. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bourner, T., T. Katz, and D. Watson, eds. 2000. New Directions in Professional Higher Education. Buckingham: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Brandt, T., and K. Clinton. 2002. “Limits of the Local: Expanding Perspectives on Literacy as a Social Practice.” Journal of Literacy Research 34 (3): 337–356.
   Web of Science ®Google Scholar
• Brown, S. 1999. “Assessing Practice.” In Assessment Matters in Higher Education: Choosing and Using Diverse Approaches, edited by S. Brown and A. Glasner, 95–105. Buckingham: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Chase, S. E. 2005. “Narrative Inquiry: Multiple Lenses, Approaches, Voices.” In The Sage Handbook of Qualitative Research, 3rd ed., edited by N. Denzin and Y. Lincoln, 651–680. London: Sage.
   Google Scholar
• Christians, C. 2005. “Ethics and Politics in Qualitative Research.” In The Sage Handbook of Qualitative Research, 3rd ed., edited by N. Denzin and Y. Lincoln, 139–164. London: Sage.
   Google Scholar
• Elliott, G. 2000. “Accrediting Lecturers Using Competence-Based Approaches: A Cautionary Tale.” In Post-Compulsory Education and the New Millennium, edited by D. Gray and C. Griffin, 219–230. London: Jessica Kingsley.
   Google Scholar
• Eraut, M. 1994. Developing Professional Knowledge and Competence. Abingdon: RoutledgeFalmer.
   Google Scholar
• Fenwick, T. 2010. “(Un)doing Standards in Education with Actor-Network Theory.” Journal of Education Policy 25 (2): 117–133.
   Web of Science ®Google Scholar
• Finlay, I., K. Spours, R. Steer, F. Coffield, M. Gregson, and A. Hodgson. 2007. “‘The Heart of What We Do’: Policies on Teaching, Learning and Assessment in the Learning and Skills Sector.” Journal of Vocational Education & Training 59 (2): 137–153.
   Google Scholar
• Garrick, J. 1998. Informal Learning in the Workplace: Unmasking Human Resource Development. London: Routledge.
   Google Scholar
• Gee, J. 1996. Social Linguistics and Literacies: Ideology in Discourses. 2nd ed. London: RoutledgeFalmer.
   Google Scholar
• Gleeson, D., and D. James. 2007. “The Paradox of Professionalism in English Further Education: A TLC Project Perspective.” Educational Review 59 (4): 451–467.
   Web of Science ®Google Scholar
• Klenowski, V., S. Askew, and E. Carnell. 2006. “Portfolios for Learning, Assessment and Professional Development in Higher Education.” Assessment & Evaluation in Higher Education 31 (3): 267–286.
   Google Scholar
• Kvale, S. 2007. Doing Interviews. London: Sage.
   Google Scholar
• Latour, B. 2005. Reassembling the Social: An Introduction to Actor-Network Theory. Oxford: Oxford University Press.
   Google Scholar
• Law, J. 1994. Organising Modernity. Oxford: Blackwell.
   Google Scholar
• Lewins, A., and C. Silver. 2007. Using Software in Qualitative Research: A Step-by-Step Guide. London: Sage.
   Google Scholar
• Lillis, T. 2001. Student Writing: Access, Regulation, Desire. London: Routledge.
   Google Scholar
• Lucas, N. 2004. “The ‘FENTO Fandango’: National Standards, Compulsory Teaching Qualifications and the Growing Regulation of FE College Teachers.” Journal of Further and Higher Education 28 (1): 35–51.
   Google Scholar
• Lucas, N. 2007. “Rethinking Initial Teacher Education for Further Education Teachers: From a Standards-Led to a Knowledge-Based Approach.” Teaching Education 18 (2): 93–106.
   Google Scholar
• Lucas, N., and T. Nasta. 2010. “State Regulation and the Professionalisation of Further Education Teachers: A Comparison with Schools and HE.” Journal of Vocational Education & Training 62 (4): 441–454.
   Google Scholar
• Mulcahy, D. 2011. “Assembling the ‘Accomplished’ Teacher: The Performativity and Politics of Professional Teaching Standards.” Educational Philosophy and Theory 43 (Sup. 1): 94–113.
   Google Scholar
• Murphy, P. K. 2001. “What Makes a Text Persuasive? Comparing Students’ and Experts’ Conceptions of Persuasiveness.” International Journal of Educational Research 35 (7): 675–698.
   Google Scholar
• Nasta, T. 2007. “Translating National Standards into Practice for the Initial Training of Further Education (FE) Teachers in England.” Research in Post-Compulsory Education 12 (1): 1–17.
   Google Scholar
• Rapley, T. 2007. Doing Conversation, Discourse and Document Analysis. London: Sage.
   Google Scholar
• Shain, F., and D. Gleeson. 1999. “Under New Management: Changing Conceptions of Teacher Professionalism and Policy in the Further Education Sector.” Journal of Education Policy 14 (4): 445–462.
   Web of Science ®Google Scholar
• Shulman, L. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14.
   Google Scholar
• Strathern, M., ed. 2000. Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy. London: Routledge.
   Google Scholar
• Swales, J. 1990. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
   Google Scholar
• Taylor, I. 1997. Developing Learning in Professional Education. Buckingham: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Tight, M. 2003. Researching Higher Education. Maidenhead: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Timmermans, S., and S. Epstein. 2010. “A World of Standards but not a Standard World: Towards a Sociology of Standards and Standardization.” Annual Review of Sociology 36: 69–89.
   Web of Science ®Google Scholar
• Tummons, J. 2008. “Assessment, and the Literacy Practices of Trainee PCET Teachers.” International Journal of Educational Research 47 (3): 184–191.
   Google Scholar
• Tummons, J. 2010. “The Assessment of Lesson Plans in Teacher Education: A Case Study in Assessment Validity and Reliability.” Assessment & Evaluation in Higher Education 35 (7): 847–857.
   Web of Science ®Google Scholar
• Tummons, J. 2011. “‘It Sort of Feels Uncomfortable’: Problematising the Assessment of Reflective Practice.” Studies in Higher Education 36 (4): 471–483.
   Web of Science ®Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
   Google Scholar