Creativity or compliance: Should teacher educators do more to support aspiring teachers’ emergent professional voices?

References

• Alexander, R. (2000) Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell Publishing.
   Google Scholar
• Alexander, R. (2004) Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.
   Google Scholar
• Bakhtin, M.M. (1934) ‘Discourse in the novel’, in M. Holquist (ed) The dialogic imagination (trans C. Emerson and M. Holquist). Austin, TX: University of Texas Press (1981), cited in Mortimer, E. and Scott, P. (2003) Meaning making in secondary science classrooms. Maidenhead: Open University Press.
   Google Scholar
• Bakhtin, M.M. (1981) The dialogic imagination. Austin, TX: University of Texas Press.
   Google Scholar
• Bakhtin, M.M. (1986) Speech genres and other late essays. Austin, TX: University of Texas Press.
   Google Scholar
• Browne, A. (2001) Voices in the park. London: Walker Books.
   Google Scholar
• Bruner, J. S. (1977) The process of education. (2nd edn) London: Harvard University Press.
   Google Scholar
• Bruner, J. S. (1978) ‘The role of dialogue in language acquisition’, in A. Sinclair, R. Jarvell and W. Lavellt, (eds) The child’s conception of language, New York: Springer‐ Verlag, cited in Mercer, N. and Littleton, K. (2007) Dialogue and the development of children’s thinking – A sociocultural approach. Abingdon: Routledge.
   Google Scholar
• Bruner, J.S. (1986) Actual minds, possible worlds. London: Harvard University Press.
   Google Scholar
• Bruner, J.S. (1990) Acts of meaning. Cambridge, MA: Harvard University Press.
   Google Scholar
• Burns, B and Myhill, D. (2004) ‘Interactive or inactive? A consideration of the nature of interaction in whole class teaching’, Cambridge Journal of Education, 34(1), 35–49.
   Google Scholar
• Chambers, A. (1993) Tell me: children, reading and talk. Stroud: Thimble Press.
   Google Scholar
• DCSF (2009a) Your child, your schools, our future: Building a 21st century schools system [online]. Available at: http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=Cm+7588 (Accessed 27.07.09.)
   Google Scholar
• DCSF (2009b) Your child, your schools, our future: Building a 21st century schools system (summary) [online] Available at: http://publications.dcsf.gov.uk/default.aspx?PageFunction=product
   Google Scholar
• DfEE (1998) The National Literacy Strategy. Framework for teaching. London: DfEE.
   Google Scholar
• DfEE (1999) National Advisory Committee on Creative and Cultural Education – All our futures: Creativity, culture and education. London: DfEE.
   Google Scholar
• DfES (2006) Primary frameworks for literacy and numeracy. London: DfES.
   Google Scholar
• Edwards, D. and Mercer, N. (1987) Common knowledge: The development of understanding in the classroom. London: Routledge.
   Google Scholar
• Laevers, L. (2000) ‘Forward to basics! Deep‐level‐learning and the experiential approach’, Early Years, 20, 2, 20–29.
   Google Scholar
• Lincoln, Y.S. and Guba, E.G. (1985) Naturalistic enquiry. Newbury Park, CA: Sage.
   Google Scholar
• Mansell, W. (2009) ‘Where is the vision for education? Times Educational Supplement, 17th July, p 29.
   Google Scholar
• Mercer, N (1995) The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual matters.
   Google Scholar
• Mercer, N. (2000) Words and minds: How we use language to think together. London: Routledge.
   Google Scholar
• Mercer, N. and Littleton, K. (2007) Dialogue and the development of children’s thinking – A sociocultural approach. Abingdon: Routledge.
   Google Scholar
• Mercer, N. and Hodgkinson, S. (eds) (2008) Exploring talk in school. London: Sage.
   Google Scholar
• Mortimer, E. and Scott, P. (2003) Meaning making in secondary science classrooms. Maidenhead: Open University Press.
   Google Scholar
• Myhill, D., Jones, S. and Hopper, R. (2006) Talking, listening, learning: Effective talk in the primary classroom. Maidenhead: Open University Press.
   Google Scholar
• Nystrand, M. with Gamoran, A., Kachur, R. and Prendergast, C. (1997) Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press, Cited in Skidmore (2000) From pedagogical dialogue to dialogical pedagogy, Language in education, 14(4), 283–296.
   Google Scholar
• Piaget, J. (1967). Six psychological studies. London: University Press (1971), cited in Wood, D. (1988) How children think and learn, Oxford: Blackwell.
   Google Scholar
• Plowden, B. (1967) Children and their primary schools. London: Her Majesty’s Stationery Office.
   Google Scholar
• Scott, P.H. (1977) Developing science concepts in secondary classrooms: An analysis of pedagogical interactions from a Vygotskian perspective. Unpublished PhD Thesis. University of Leeds, School of Education.
   Google Scholar
• Rose, J. (2006) Independent review of the teaching of early reading. Nottingham: DfES Publications.
   Google Scholar
• Schön, D. A. (1983) The reflective practitioner. How professionals think in action. London: Temple Smith.
   Google Scholar
• Schön, D.A (1987) Educating the reflective practitioner. California: Jossey‐Bass Inc.
   Google Scholar
• Sinclair, J. and Coulthard, R.M. (1975) Towards an analysis of discourse: The language of teachers and pupils. London: Oxford University Press.
   Google Scholar
• Trotman, D. (2008) ‘Imagination and the adolescent lifeworld: Possibilities and responsibilities in the national secondary review’, Thinking skills and creativity 3, 125–133.
   Web of Science ®Google Scholar
• Training and Development Agency (2008) Professional standards for qualified teacher status and requirements for initial teacher training [online] available at: http://www.tda.gov.uk/upload/resources/pdf/p/professional_standards_2008.pdf (Accessed 30.07.09.)
   Google Scholar
• Vygotsky, L.S. (1962) Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Vygotsky, L.S. (1978) Mind in society; the development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L.S. (1987) The collected works of L.S Vygotsky volume 1: Problems of general psychology. New York: Plenum Press, cited in Skidmore, D. (2006) ‘Pedagogy and dialogue’, Cambridge Journal of Education, 36 (4), 503–514.
   Google Scholar
• Wells, G. (1999) Dialogic enquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
   Google Scholar
• Wood, D., Bruner, J. and Ross, G. (1976) ‘The role of tutoring in problem solving’, Journal of Child Psychology and Psychiatry (17), 89–100, cited in Mercer, N. and Littleton, K. (2007) Dialogue and the development of children’s thinking – A sociocultural approach. Abingdon: Routledge.
   Google Scholar
• Wood, D. (1988) How children think and learn. Oxford: Blackwell.
   Google Scholar