Developing the European researcher: ‘extended’ professionality within the Bologna Process

References

• Adger , C.T. , Hoyle , S.M. and Dickinson , D.K. 2004 . Locating learning in in‐service education for preschool teachers . American educational research journal , 41 (4) : 867 – 900 .
   Google Scholar
• Åkerlind , G. Academic research development: growing as a researcher . Proceedings of the 30th HERDSA annual conference [CD‐ROM] . July 8–11 , Adelaide.
   Google Scholar
• Bitusikova , A. 2009 . Reforming doctoral education in Europe . Academe , 95 (1) : 21 – 23 .
   Google Scholar
• Bourdieu , P. 1984 . Homo academicus , Paris : Minuit .
   Google Scholar
• Bridges , D. 1998 . “ Research, dissent and the reinstatement of theory ” . In Challenges for educational research , Edited by: Rudduck , J. and McIntyre , D. 82 – 86 . London : Paul Chapman .
   Google Scholar
• Buysse , V. , Sparkman , K.L. and Wesley , P.W. 2003 . Communities of practice: connecting what we know with what we do . Exceptional children , 69 (3) : 263 – 277 .
   Google Scholar
• da Cruz , M.B. 2006 . Contemporary challenges to European university culture . Higher education in Europe , 31 (4) : 399 – 401 .
   Google Scholar
• Davis , B. and Sumara , D.J. 1997 . Cognition, complexity and teacher education . Harvard educational review , 67 (1) : 101 – 125 .
   Google Scholar
• de Rosa , A.S. 2008 . New forms of international cooperation in doctoral training: internationalisation and the international doctorate – one goal, two distinct models . Higher education in Europe , 33 (1) : 3 – 25 .
   Google Scholar
• Domitrovich , C.E. , Gest , S.D. , Gill , S. , Bierman , K.L. , Welsh , J.A. and Jones , D. 2009 . Fostering high‐quality teaching with an enriched curriculum and professional development support: the Head Start REDI program . American educational research journal , 46 (2) : 567 – 597 .
   Google Scholar
• Economic and Social Research Council . 2001 . Information on research methods programme: introduction and summary , Swindon : ESRC .
   Google Scholar
• Eraut , M. 2004 . Informal learning in the workplace . Studies in continuing education , 26 (2) : 247 – 273 .
   Google Scholar
• Eraut , M. 2007 . Learning from other people in the workplace . Oxford review of education , 33 (4) : 403 – 422 .
   Google Scholar
• European Commission . Green paper: the European research area: new perspectives (Text with EEA relevance) SEC(2007) . pp. 412 Brussels : EC .
   Google Scholar
• European Commission Directorate General for Research . 2005 . Frontier research: the European challenge: high level expert group report executive summary , Brussels : European Commission .
   Google Scholar
• EUA . 2005 . Doctoral programmes for the European knowledge society: report on the EUA doctoral programmes project, 2004–5 , Brussels : EUA publications .
   Google Scholar
• Evans , L. 1997 . A voice crying in the wilderness? The problems and constraints facing ‘extended’ professionals in the English primary education sector . Teachers and teaching: theory and practice , 3 (1) : 61 – 83 .
   Google Scholar
• Evans , L. 2002a . What is teacher development? . Oxford review of education , 28 (1) : 123 – 137 .
   Google Scholar
• Evans , L. 2002b . Reflective practice in educational research: developing advanced skills , London : Continuum .
   Google Scholar
• Evans , L. Is educational research(ing) a profession? . Paper presented at the annual conference of the Society for Research into Higher Education, Adelphi Hotel . December 10 , Liverpool. Examining issues of professional status, professionalism and developmentalism ,
   Google Scholar
• Evans , L. 2009a . S/he who pays the piper calls the tune: professionalism, developmentalism, and the paucity of in‐service education within the research profession . Professional development in education , 35 (2) : 289 – 304 .
   Google Scholar
• Evans , L. 2009b . Developing research capacity in the social sciences: a professionality‐based model . International journal for researcher development , 1 (2) : 3 – 19 .
   Google Scholar
• Evetts , J. and Dingwall , R. 2002 . Professional occupations in the UK and Europe: legitimation and governmentality . International review of sociology , 12 (2) : 159 – 171 .
   Google Scholar
• Freidson , E. 1994 . Professionalism reborn: theory, prophecy and policy , Cambridge : Polity Press, in association with Blackwell Publishers .
   Google Scholar
• Gorard , S. 2004 . Three abuses of ‘theory’: an engagement with Roy Nash . Journal of educational enquiry , 5 (20) : 19 – 29 .
   Google Scholar
• Gordon , G. 2005 . The human dimensions of the research agenda: supporting the development of researchers throughout the career life cycle . Higher education quarterly , 59 (1) : 40 – 55 .
   Google Scholar
• Grossman , P. , Wineburg , S. and Woolworth , S. 2001 . Toward a theory of teacher community . Teachers college record , 103 (6) : 942 – 1012 .
   Google Scholar
• Guth , J. 2006 . The Bologna Process: the impact of higher education reform on the structure and organisation of doctoral programmes in Germany . Higher education in Europe , 31 (3) : 327 – 338 .
   Google Scholar
• Hoekstra , A. , Beijaard , D. , Brekelmans , M. and Korthagen , F. 2007 . Experienced teachers’ informal learning from classroom teaching . Teachers and teaching: theory and practice , 13 (2) : 189 – 206 .
   Google Scholar
• Hoyle , E. 1975 . “ Professionality, professionalism and control in teaching ” . In Management in education: the management of organisations and individuals , Edited by: Houghton , V. 314 – 320 . London : Ward Lock Educational in association with Open University Press .
   Google Scholar
• Johnson , T.J. 1972 . Professions and power , London : Macmillan .
   Google Scholar
• Kok , W. 2004 . Facing the challenge ahead: the Lisbon strategy for growth and employment: report from the high level group , Brussels : European Commission .
   Google Scholar
• Krasniewski , A. 2008 . Transformation of doctoral training in Poland . Higher education in Europe , 33 (1) : 125 – 138 .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• McIntyre , D. and McIntyre , A. ESRC teaching and learning programme: capacity for research into teaching and learning – final report . Available from: http://www.tlrp.org/pub/acadpub.Mcintyre1999.pdf [Accessed 19 Feb 2010]
   Google Scholar
• Miclea , M. 2008 . Doctoral studies in Romania: admission procedures, social, and legal aspects of doctoral training . Higher education in Europe , 33 (1) : 89 – 92 .
   Google Scholar
• Neuman , S.B. and Cunningham , L. 2009 . The impact of professional development and coaching on early language and literacy practices . American educational research journal , 46 (2) : 532 – 566 .
   Google Scholar
• Nias , J. 1985 . “ Reference groups in primary teaching: talking, listening and identity ” . In Teachers’ lives and careers , Edited by: Ball , S.J. and Goodson , I.F. 105 – 119 . Lewes : Falmer Press .
   Google Scholar
• Nias , J. 1989 . Primary teachers talking: a study of teaching as work , London : Routledge .
   Google Scholar
• OECD/CERI . 2007 . National review of educational R & D: Switzerland , Paris : OECD .
   Google Scholar
• Ozga , J. 1995 . “ Deskilling a profession: professionalism, deprofessionalisation and the new managerialism ” . In Managing teachers as professionals in schools , Edited by: Busher , H. and Saran , R. 21 – 37 . London : Kogan Page .
   Google Scholar
• Printy , S.M. 2008 . Leadership for teacher learning: a community of practice perspective . Educational administration quarterly , 44 (2) : 187 – 226 .
   Google Scholar
• Rees , G. , Baron , S. , Boyask , R. and Taylor , C. 2007 . Research‐capacity building, professional learning and the social practices of educational research . British educational research journal , 33 (5) : 761 – 779 .
   Google Scholar
• Robertson , S. The Bologna process goes global: a model, market, mobility, brain power or state‐building strategy? . An invitational paper to ANPED’s Annual Conference, Caxambu . October 19–22 , Belo Horizonte, Brazil.
   Google Scholar
• Salzburg Communiqué . Bologna seminar on ‘doctoral programmes for the European knowledge society’ . February 3–5 2005 , Salzburg. conclusions and recommendations. Available from: http://www.eua.be/eua/jsp/en/upload/Salzburg_Conclusions.1108990538850.pdf [Accessed 19 Feb 2010]
   Google Scholar
• Sawyer , R.D. 2002 . Situating teacher development: the view from two teachers’ perspectives . International journal of educational research , 37 (8) : 733 – 753 .
   Google Scholar
• Shain , F. and Gleeson , D. 1999 . Under new management: changing conceptions of teacher professionalism and policy in the further education sector . Journal of education policy , 14 (4) : 445 – 462 .
   Google Scholar
• Smylie , M. 1995 . “ Teacher learning in the workplace: implications for school reform ” . In Professional development in education: new paradigms and practices , Edited by: Guskey , T.R. and Huberman , M. 92 – 113 . New York : Teachers College Press .
   Google Scholar
• Troman , G. 1996 . The rise of the new professionals? The restructuring of primary teachers’ work and professionalism . British journal of sociology of education , 17 (4) : 473 – 487 .
   Google Scholar
• Valsiner , J. 2001 . The first six years: culture’s adventures in psychology . Culture & psychology , 7 (1) : 5 – 48 .
   Google Scholar
• Wenger , E. 1998 . Communities of practice , Cambridge : Cambridge University Press .
   Google Scholar
• Whitcomb , J. , Borko , H. and Liston , D. 2009 . Growing talent: promising professional development models and practices . Journal of Teacher Education , 60 (3) : 207 – 212 .
   Google Scholar
• Zwart , R.C. , Wubbels , T. , Bergen , T.C.M. and Bolhuis , S. 2007 . Experienced teacher learning within the context of reciprocal peer coaching . Teachers and teaching: theory and practice , 13 (2) : 165 – 187 .
   Google Scholar