Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities

References

• Abbott, A. (2005). Linked ecologies: States and universities as environments for professions. Sociological Theory, 23(3), 245–274. doi:10.1111/j.0735-2751.2005.00253.x
   Web of Science ®Google Scholar
• Abbott, A. (2006). Reconceptualizing knowledge accumulation in sociology. The American Sociologist, 37(2), 57–66. doi:10.1007/s12108-006-1005-9
   Google Scholar
• Apple, M. W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239–251. doi:10.1080/01596300903036814
   Web of Science ®Google Scholar
• Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480. doi:10.1037/0003-066X.55.5.469
   PubMed Web of Science ®Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. doi:10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S. J. (2012). The reluctant state and the beginning of the end of state education. Journal of Educational Administration & History, 44(2), 89–103. doi:10.1080/00220620.2012.658764
   Google Scholar
• Bascia, N., & Hargreaves, A. (2000). The sharp edge of educational change: Teaching, leading, and the realities of reform. London: RoutledgeFalmer.
   Google Scholar
• Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research and critique. London: Taylor & Francis.
   Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
   Google Scholar
• Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago, IL: University of Chicago Press.
   Google Scholar
• Campbell, C., Proctor, H., & Sherington, G. (2009). School choice: How parents negotiate the new school market in Australia. Sydney: Allen & Unwin.
   Google Scholar
• Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154. doi:10.1080/13598660902806316
   Web of Science ®Google Scholar
• Commonwealth of Australia. (n.d.). House of representatives committees: Appendix D – Teacher education inquires. Retrieved July 31, 2013, from http://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=evt/teachereduc/report/appendixd.htm
   Google Scholar
• Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229. doi:10.1080/17508480902998421
   Google Scholar
• Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. doi:10.1080/17508487.2013.776990
   Web of Science ®Google Scholar
• Cretchley, J., Rooney, D., & Gallois, C. (2010). Mapping a 40-year history with leximancer: Themes and concepts in the journal of cross-cultural psychology. Journal of Cross-Cultural Psychology, 41(3), 318–328. doi:10.1177/0022022110366105
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10, 141–157. doi:10.1007/s10833-009-9110-5
   Google Scholar
• Department of Education Employment and Workplace Relations. (2013). A national plan for school improvement. Retrieved August 8, 2013, from http://deewr.gov.au/national-plan-school-improvement
   Google Scholar
• Down, B. (2009). Schooling, productivity and the enterprising self: Beyond market values. Critical Studies in Education, 50(1), 51–64. doi:10.1080/17508480802526652
   Google Scholar
• Eacott, S. (2013). Towards a theory of school leadership practice: A Bourdieusian perspective. Journal of Educational Administration and History, 45(2), 174–188. doi:10.1080/00220620.2013.768966
   Google Scholar
• Erickson, E. (1963). Childhood and society. New York, NY: Norton.
   Google Scholar
• Fullan, M. (2006). Turnaround leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. Philadelphia, PA: Open University Press.
   Google Scholar
• Giddens, A. (1998). The third way: The renewal of social democracy. Cambridge: Policy Press.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine
   Google Scholar
• Habermas, T., & Bluck, S. (2000). Getting a life: The emergence of the life story in adolescence. Psychological Bulletin, 126, 748–769. doi:10.1037/0033-2909.126.5.748
   PubMed Web of Science ®Google Scholar
• Hammerness, K., Darling-Hammond, L., & Shulman, L. (2002). Toward expert thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers. Teaching Education, 13(2), 219–243. doi:10.1080/1047621022000007594
   Google Scholar
• Hargreaves, A., & Shirley, D. (2008). The fourth way. Educational Leadership, October 2008, 56–61.
   Google Scholar
• Hewett, D. G., Watson, B. M., Gallois, C., Ward, M., & Leggett, B. A. (2009). Intergroup communication between hospital doctors: Implications for quality of patient care. Social Science & Medicine, 69(12), 1732–1740. doi:10.1016/j.socscimed.2009.09.048
   PubMed Web of Science ®Google Scholar
• Houkamau, C. A. (2010). Identity construction and reconstruction: The role of socio-historical contexts in shaping Māori women’s identity. Social Identities, 16(2), 179–196. doi:10.1080/13504631003688872
   Google Scholar
• Johnson, B. R. (1997). Examining the validity structure of qualitative research. Education, Knowledge & Economy, 32(3), 3–6.
   Google Scholar
• Kincheloe, J. L. (2007). Critical pedagogy in the 21st century: Evolution for survival. In P. McLaren, & J. L. Kincheloe (Eds.), Critical pedagogy: Where are we now? New York, NY: Peter Lang.
   Google Scholar
• Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research. Beverly Hills, CA: Sage.
   Google Scholar
• Leonard, S. N. (2013). Stepping outside: Collaborative inquiry-based teacher professional learning in a performative policy environment. Professional Development in Education. Advance online publication. doi:10.1080/19415257.2013.858367
   Google Scholar
• Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147. doi:10.1080/17508481003731026
   Web of Science ®Google Scholar
• Lingard, B., & Rawolle, S. (2004). Mediatizing educational policy: The journalistic field, science policy, and cross-field effects. Journal of Education Policy, 19(3), 361–380. doi:10.1080/0268093042000207665
   Web of Science ®Google Scholar
• Marton, F. (1986). Phenomenography—A research approach to investigating different understandings of reality. Journal of Thought, 21, 289–303.
   Google Scholar
• Maton, K. (2008). Habitus. In M. Grenfell (Ed.), Pierre Bourdieu: Key concepts (pp. 221–233). Durham: Acumen.
   Google Scholar
• McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122. doi:10.1037/1089-2680.5.2.100
   Google Scholar
• Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. New York, NY: RoutledgeFalmer.
   Google Scholar
• Moore, A., Edwards, G., Halpin, D., & George, R. (2002). Compliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reform. British Educational Research Journal, 28(4), 551–565. doi:10.1080/0141192022000005823
   Web of Science ®Google Scholar
• Party, A. L. (n.d.). School reform: Making every school a great schools. Retrieved November 20, 2012, from http://www.alp.org.au/agenda/school-reform/
   Google Scholar
• Penn-Edwards, S. (2010). Computer aided phenomenography: The role of leximancer computer software in phenomenographic investigation. The Qualitative Report, 15(2), 252–267.
   Google Scholar
• Power, M. (1994). The audit explosion. London: Demos.
   Google Scholar
• Roberts, P., & Green, B. (2013). Researching rural places on social justice and rural education. Qualitative Inquiry, 19, 765–774.
   Google Scholar
• Roberts, P., & Leonard, S. (2012, December 2–6). Interrupting performativity in pre-service teacher education. Australian Association for Research in Education-Asia Pacific Education Research Association Joint Conference, Sydney.
   Google Scholar
• Rowlands, J., & Rawolle, S. (2013). Neoliberalism is not a theory of everything: A Bourdieuian analysis of Illusio in educational research. Critical Studies in Education, 54(3), 260–272. doi:10.1080/17508487.2013.830631
   Web of Science ®Google Scholar
• Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland. New York, NY: Teachers College Press.
   Google Scholar
• Samier, E. A. (2012). Pursuing the administrative avant-garde: An aesthetic critique of change in educational systems. Critical Studies in Education, 53(1), 47–58. doi:10.1080/17508487.2012.635668
   Web of Science ®Google Scholar
• Sarason, S. B. (1996). Revisiting “the culture of the school and the problem of change”. New York, NY: Teachers College Press.
   Google Scholar
• Schulz, A. J. (1998). Navajo women and the politics of identity. Social Problems, 45(3), 336–355. doi:10.2307/3097190
   Web of Science ®Google Scholar
• Seale, C. (2002). Quality issues in qualitative inquiry. Qualitative Social Work, 1(1), 97–110. doi:10.1177/147332500200100107
   Google Scholar
• Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic mapping of natural language with leximancer concept mapping. Behavior Research Methods, 38(2), 262–279. doi:10.3758/BF03192778
   PubMed Web of Science ®Google Scholar
• te Riele, K. (2011). Raising educational attainment: How young people’s experiences speak back to the compact with young Australians. Critical Studies in Education, 52(1), 93–107. doi:10.1080/17508487.2011.536515
   Web of Science ®Google Scholar
• Wacquant, L. J. D. (1989). Towards a reflexive sociology: A workshop with Pierre Bourdieu. Sociological Theory, 7(1), 1–16. doi:10.2307/202061
   Google Scholar
• Wacquant, L. J. D. (1998). Pierre Bourdieu. In R. Stones (Ed.), Key sociological thinkers (pp. 261–277). Houndsmill: Palgrave.
   Google Scholar
• Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation: Keeping hope alive in troubled times. Critical Studies in Education, 53(1), 95–108. doi:10.1080/17508487.2011.637570
   Web of Science ®Google Scholar