Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks

References

• Armbruster, B. 1986. “Schema Theory and the Design of Content-area Textbooks.” Educational Psychologist 21 (4): 253–267.10.1207/s15326985ep2104_2
   Web of Science ®Google Scholar
• Avis, J. 2011. “More of the Same? New Labour, the Coalition and Education: Markets, Localism and Social Justice.” Educational Review 63 (4): 421–438.10.1080/00131911.2011.616633
   Web of Science ®Google Scholar
• 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
• Curzon, L. B. 1976. Teaching in Further Education: An Outline of Principles and Practice. London: Cassell.
   Google Scholar
• DeLuca, C., and A. Bellara. 2013. “The Current State of Assessment Education: Aligning Policy, Standards and Teacher Education.” Journal of Teacher Education 64 (4): 356–372.10.1177/0022487113488144
   Web of Science ®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, 219–228. London: Jessica Kingsley.
   Google Scholar
• Eraut, M. 1994. Developing Professional Knowledge and Competence. Abingdon: RoutledgeFalmer.
   Google Scholar
• Fenwick, T., and R. Edwards. 2010. Actor–network Theory in Education. London: Routledge.
   Google Scholar
• Fisher, R., and K. Webb. 2007. “Subject Specialist Pedagogy and Initial Teacher Training for the Learning and Skills Sector in England: The Context, a Response and Some Critical Issues.” Journal of Further and Higher Education 30 (4): 337–349.
   Google Scholar
• Gee, J. 1996. Social Linguistics and Literacies: Ideology in Discourses. 2nd ed. London: RoutledgeFalmer.
   Google Scholar
• Gleeson, D., J. Davies, and E. Wheeler. 2005. “On the Making and Taking of Professionalism in the Further Education Workplace.” British Journal of Sociology of Education 26 (4): 445–460.10.1080/01425690500199818
   Web of Science ®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
• Hodder, I. 2000. “The Interpretation of Documents and Material Culture.” In Handbook of Qualitative Research, 2nd ed., edited by N. Denzin and Y. Lincoln, 703–716. London: Sage.
   Google Scholar
• Hughes, J., N. Jewson, and L. Unwin, eds. 2007. Communities of Practice: Critical Perspectives. London: Routledge.
   Google Scholar
• Ingleby, E., and J. Tummons. 2012. “Repositioning Professionalism: Trachers, Mentors, Policy and Praxis.” Research in Post-Compulsory Education 17 (2): 163–178.10.1080/13596748.2012.673877
   Google Scholar
• Katz, T. 2000. “University Education for Developing Professional Practice.” In New Directions in Professional Higher Education, edited by T. Bourner, T. Katz, and D. Watson, 19–32. Buckingham: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Keith, B., and M. Ender. 2004. “The Sociological Core: Conceptual Patterns and Idiosyncracies in the Structure and Content of Introductory Sociology Textbooks, 1940–2000.” Teaching Sociology 32 (1): 19–36.10.1177/0092055X0403200102
   Google Scholar
• Kelly, A. V. 2009. The Curriculum: Theory and Practice. 6th ed. 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
• Law, J. 2004. After Method: Mess in Social Science Research. London: Routledge.
   Google Scholar
• Lewis, T., and C. Humphrey. 2005. “Sociology and the Environment: An Analysis of Coverage in Introductory Sociology Textbooks.” Teaching Sociology 33 (2): 154–169.10.1177/0092055X0503300203
   Web of Science ®Google Scholar
• Lucas, N. 2004. “The ‘FENTO Fandango’: National Standards, Compulsory Teaching Qualifications and the Growing Regulation of FE Teachers.” Journal of Further and Higher Education 28 (1): 35–51.10.1080/0309877032000161805
   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 and Training 62 (4): 441–454.10.1080/13636820.2010.536249
   Google Scholar
• Lucas, N., T. Nasta, and L. Rogers. 2012. “From Fragmentation to Chaos? The Regulation of Initial Teacher Education in Further Education.” British Educational Research Journal 38 (4): 677–695.10.1080/01411926.2011.576750
   Web of Science ®Google Scholar
• McCulloch, G. 2012. “Documentary Methods.” In Research Methods and Methodologies in Education, edited by J. Arthur, M. Waring, R. Coe, and L. Hedges, 210–217. London: Sage.
   Google Scholar
• Mulcahy, D. 2011. “Assembling the ‘Accomplished’ Teacher: The Performativity and Politics of Professional Teaching Standards.” Educational Philosophy and Theory 43 (sup1): 94–113.10.1111/j.1469-5812.2009.00617.x
   Web of Science ®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): 1–17.10.1080/13596740601155223
   Google Scholar
• Ofsted. 2003. The Initial Training of Further Education Teachers – A Survey (HMI 1762). London: Ofsted.
   Google Scholar
• Peoples, C. 2012. “A Comparative Review of Stratification Texts and Readers.” Teaching Sociology 40 (1): 60–69.
   Web of Science ®Google Scholar
• Peräkylä, A. 2005. “Analysing Talk and Text.” In The Sage Handbook of Qualitative Research, 3rd ed., edited by N. Denzin and Y. Lincoln, 869–886. London: Sage.
   Google Scholar
• Rapley, T. 2007. Doing Conversation, Discourse and Document Analysis. London: Sage.
   Google Scholar
• Robinson, W. 2010. “Documentary Research.” In Educational Research and Inquiry, edited by D. Hartas, 186–198. London: Continuum.
   Google Scholar
• Robson, J., and B. Bailey. 2009. “‘Bowing from the Heart’: An Investigation into Discourses of Professionalism and the Work of Caring for Students in Further Education.” British Educational Research Journal 35 (1): 99–117.10.1080/01411920802041731
   Web of Science ®Google Scholar
• Scollon, R., and S. W. Scollon. 2003. Discourse in Place: Language in the Material World. London: Routledge.10.4324/9780203422724
   Google Scholar
• Shore, C., and S. Wright. 2000. “Coercive Accountability – The Rise of Audit Culture in Higher Education.” In Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy, edited by M. Strathern, 57–89. London: Routledge.
   Google Scholar
• Smith, D. 2005. Institutional Ethnography: A Sociology for People. Lanham, MD: Altamira Press.
   Google Scholar
• Taylor, I. 1997. Developing Learning in Professional Education. Buckingham: Open University Press/Society for Research into Higher Education.
   Google Scholar
• Tummons, J. 2011. “‘It Sort of Feels Uncomfortable’: Problematising the Assessment of Reflective Practice.” Studies in Higher Education 36 (4): 471–483.10.1080/03075071003671794
   Web of Science ®Google Scholar
• Tummons, J. 2012. “Theoretical Trajectories within Communities of Practice in Higher Education Research.” Higher Education Research and Development 31 (3): 299–310.10.1080/07294360.2011.631516
   Web of Science ®Google Scholar
• Tummons, J. 2014. “The Textual Representation of Professionalism: Problematising Professional Standards for Teachers in the UK Lifelong Learning Sector.” Research in Post-Compulsory Education 19 (1): 33–44.10.1080/13596748.2014.872918
   Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
   Google Scholar