Exploring the professionalisation of further education teachers in England

References

• Avis, James, and Ann‐Marie Bathmaker. ”Moving into practice: transitions from further education trainee teacher to lecturer.” Research in Post‐Compulsory Education 14, no. 2 (2009): 203–217.
   Google Scholar
• Bandura, A. 2001. “Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52: 1–26. doi:10.1146/annurev.psych.52.1.1.
   PubMed Web of Science ®Google Scholar
• Belgutay, J. 2017. “TES.” June 16. Accessed 14th December 2020. https://www.tes.com/news/most-fe-teachers-have-no-cpd-reportshows
   Google Scholar
• Bennett, P., and R. Smith. 2018a. “Who Is It that Can Tell Me Who I Am?- Identity and Resistance in Further Education.” In Identity and Resistance in Further Education, edited by P. Bennett and R. Smith, 1–17. Abingdon: Routledge.
   Google Scholar
• Bennett, P., and R. Smith. 2018b. “Conclusion: Identity and the Collective Purpose of Further Education.” In Identity and Resistance in Further Education, edited by P. Bennett and R. Smith, 189–196. Abingdon: Routledge.
   Google Scholar
• Bolton, G. 2014. Reflective Practice: Writing and Professional Development. 4th ed. London: SAGE.
   Google Scholar
• British Educational Research Association [BERA]. 2018. Ethical Guidelines for Educational Research. 4th ed. Accessed October 2019. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
   Google Scholar
• Brookfield, S. 1995. Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.
   Google Scholar
• Brown, Z. 2016. “We Just Have to Get on with It: Inclusive Teaching in a Standards Driven System: The Design Decisions of a Q Methodological Study.” Operant Subjectivity 38: 1–14. doi:10.15133/j.os.2016.001.
   Google Scholar
• Burton, S. 2020. “What’s the Point of Initial Teacher Training? Former Trainee Voice on the Influence of In-service ITT upon the Practice of Established Post-compulsory Teachers.” Research in Post-Compulsory Education 25 (3): 337–358. doi:10.1080/13596748.2020.1802944.
   Web of Science ®Google Scholar
• Clegg, S. 2008. “Academic Identities under Threat?” British Educational Research Journal 34 (3): 329–345. doi:10.1080/01411920701532269.
   Web of Science ®Google Scholar
• Daley, D., E. Milton, and F. Langdon. 2020. “How Do Ecological Perspectives Help Understand Schools as Sites for Teacher Learning?” Professional Development in Education 46 (4): 652–663. https://doi-org.ezproxy.wlv.ac.uk/10.1080/19415257.2020.1787208
   Web of Science ®Google Scholar
• Department for Education. 2019. “Augar Review: Independent Panel Report to The, ‘Review of Post-18 Education and Funding’.” Accessed 14th December 2020. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/805127/Review_of_post_18_education_and_funding.pdf
   Google Scholar
• Duckworth, V., and R. Smith. 2018. “Breaking the Triple Lock: Further Education and Transformative Teaching and Learning.” Education and Training 60 (6): 529–543. doi:10.1108/ET-05-2018-0111.
   Web of Science ®Google Scholar
• Dweck, C. S. 1999. Self Theories, Their Role in Motivation, Personality and Development. Philadelphia, PA: Taylor and Francis/Psychology Press.
   Google Scholar
• Education and Training Foundation. 2014a. “Professional Standards.” London UK: Education and Training Foundation. Accessed 17th October 2019. https://bit.ly/2sHiTgx
   Google Scholar
• Education and Training Foundation. 2014b. “Achieving Professional Potential: Professional Standards for Teachers and Trainers in Education and Training”. Education and Training Foundation. Accessed 17 October 2019. https://www.et-foundation.co.uk/wp-content/uploads/2014/05/ETF_Professional_Standards_Digital_FINAL.pdf
   Google Scholar
• Evans, L. 2011. “The ‘Shape’ of Teacher Professionalism in England: Professional Standards, Performance Management, Professional Development and the Changes Proposed in the 2010 White Paper.” British Educational Research Journal 37 (5): 851–870. doi:10.1080/01411926.2011.607231.
   Web of Science ®Google Scholar
• Foucault, M. 2008. “Fifth January 1983: First Hour.” In The Government of Self and Others: Lectures at the Collēge de France, 1982-1983, edited by F. Gros, 1–21. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Gee, J. P. 1990. Social Linguistics and Literacies: Ideology in Discourses (Critical Perspectives on Literacy and Education). London [England]: Falmer.
   Google Scholar
• Gee, J. P. 2000. “Identity as an Analytic Lens for Research in Education.” Review of Research in Education 25: 99–125. Accessed 30th March 2020. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.868.3455&rep=rep1&type=pdf
   Google Scholar
• Gee, J. P. 2004. Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.
   Google Scholar
• Gibbs, C. 2002. “Effective Teaching: Exercising Self-efficacy and Thought Control of Action.” Paper presented at the Annual Conference of British Educational Research Association, 12–14. England: University of Exeter. Accessed 27th April 2020. http://www.leeds.ac.uk/educol/documents/00002390.htm
   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. doi: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. doi:10.1080/00131910701619340.
   Web of Science ®Google Scholar
• Gleeson, D., and F. Shain. 1999. “Under New Management: Changing Conceptions of Teacher Professionalism and Policy in the Further Education Sector.” Journal of Education Policy 14 (4): 445–462. https://doi-org.ezproxy.wlv.ac.uk/10.1080/026809399286288
   Web of Science ®Google Scholar
• Kyriacou, Chris. ”Teacher stress: Directions for future research.” Educational review 53, no. 1 (2001): 27–35.
   Web of Science ®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. doi:10.1080/13636820.2010.536249.
   Google Scholar
• Luft, J., and H. Ingham. 1955. “The Johari Window, a Graphic Model of Interpersonal Awareness.” Proceedings of the Western Training Laboratory in Group Development. Los Angeles: University of California.
   Google Scholar
• Nasta, Kristen A. ”Influence of career self-efficacy beliefes on career exploration behavior.” PhD diss., 2007.
   Google Scholar
• OECD. 2016. Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills. Paris: OECD Publishing. doi:10.1787/9789264265097-en.
   Google Scholar
• Ofsted. 2019a. “The Further Education and Skills Inspection Handbook.” Accessed 1st July 2019. https://www.gov.uk/government/publications/further-education-and-skills-inspection-handbook-eif
   Google Scholar
• Ofsted. 2019b. “Summary and Recommendations: Teacher Well-being Research Report.” Accessed 14th December 2020. https://www.gov.uk/government/publications/teacher-well-being-at-work-in-schools-and-further-education-providers/summary-and-recommendations-teacher-well-being-research-report
   Google Scholar
• Peim, N. 1993. Critical Theory and the English Teacher: Transforming the Subject. Abingdon: Routledge.
   Google Scholar
• Peim, N. 2018. Thinking in Education Research: Applying Philosophy and Theory. London: Bloomsbury Academic.
   Google Scholar
• Prilleltensky, I., M. Neff, and A. Bessell. 2016. “Teacher Stress: What It Is, Why It’s Important, How It Can Be Alleviated.” Theory Into Practice 55 (2): 104–111. doi:10.1080/00405841.2016.1148986.
   Web of Science ®Google Scholar
• Ranieri, M., M. Giampaolo, and I. Bruni. 2019. “Exploring Educators’ Professional Learning Ecologies in a Blended Learning Environment.” British Journal of Educational Technology 50 (4): 1673–1686. doi:10.1111/bjet.12793.
   Web of Science ®Google Scholar
• Sachs, J. 2001. “Teacher Professional Identity: Competing Discourses, Competing Outcomes.” Journal of Education Policy 16 (2): 149–161. doi:10.1080/02680930010025347.
   Web of Science ®Google Scholar
• Smith, P. 2013. “Why Autoethnography?” In Both Sides of the Table: Autoethnographies of Educators Learning and Teaching With/In [Dis]ability, edited by P. Smith, 15–33. New York: Peter Lang Publishing.
   Google Scholar
• Smith, R., and M. O’Leary. 2013. “New Public Management in an Age of Austerity: Knowledge and Experience in Further Education.” Journal of Education Administration and History 45 (3): 244–266. https://doi-org.ezproxy.wlv.ac.uk/10.1080/00220620.2013.796913
   Google Scholar
• Taubman, D. 2015. “Reframing Professionalism and Reclaiming the Dance.” In Further Education and the Twelve Dancing Princesses, edited by M. Daley, K. Orr, and J. Petrie, 107–121. London: Institute of Education Press.
   Google Scholar
• Wallace, S. (2010) Managing Behaviour in the Lifelong Learning Sector. London: SAGE
   Google Scholar
• Wise, D. 2018. “Through the Looking Glass: Reflection and Teacher Identity.” In Identity and Resistance in Further Education, edited by P. Bennett and R. Smith, 38–50. Abingdon: Routledge.
   Google Scholar
• Wright, V., T. Loughlin, and V. Hall. 2017. “Lesson Observation and Feedback in Relation to the Developing Identity of Student Teachers.” TEAN Journal 9 (1): 100–112.
   Google Scholar