Session Information
10 SES 03 C, Research on Professional Identity, Beliefs and Understanding of Teaching and Learning in Teacher Education
Paper Session
Contribution
Method
Expected Outcomes
References
Alsup, J. (2005) Teacher Identity Discourses, London: Routledge. Arthur, M.B., Hall, D. and Lawrence, B. (Eds) (1987) Handbook of Career Theory. Cambridge: Cambridge University Press Ball, S., and Goodson, I. F. (1985). Teachers' Lives and Careers. London: Falmer Press. Beck, U. (2000) What is Globalization? P.Camiller (trans) Cambridge: Polity Press. Bourdieu, P. (1977) Outline of a Theory of Practice, R. Nice (trans) Cambridge: Cambridge University Press. Bourdieu, P. and Wacquant, (1992) An Invitation to a Reflexive Sociology (Chicago: University of Chicago Press. Britzman, D. (1991). Practice Makes Practice A Critical Study of Learning to Teach (with a foreword by Maxine Greene). New York: SUNY. Britzman, D. (1992) “The terrible problem of knowing thyself: toward a poststructural account of teacher identity”, Journal of Curriculum Theorizing, Vol. 9, No. 3, pp.23-46. Bruner, J. (1986) Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. Bullough Jr., Knowles, G., and, & Crow, N. A. (1991). Emerging as a Teacher. London & New York: Routledge. Bullough Jr., R. V. (1989). First-Year Teacher A Case Study. New York: Teachers College Press. Byrne, K. (2002). Advisory Group on Post-Primary Teacher Education. Dublin: Government Publications. Clandinin, D. J., Huber, J., Huber, M., Murphy, M. S., Murray Orr, A., Pearce, M., and , et al. (2006). Composing Diverse Identities Narrative inquiries into the interwoven lives of children and teachers Afterword by Stefinee Pinnegar. London & New York: Routledge. Connelly, M. and Clandinin, J (Eds) (1999) Shaping Professional Identity: stories of educational practice, New York: Teachers College Press. Cochran-Smith, M. (1998). Teacher Development and Educational Reform. In A. Hargeaves, Lieberman, A., Fullan, M. and Hopkins, D. (Ed.), Handbook of Educational Change Part Two (pp. 916-951). Dordrecht/ Boston/ London: Kluwer. Cochran-Smith, M., and, & Zeichner, K. (2005). Studying Teacher Education The Report of the AERA Panel on Research and Teacher Education. Washington: Lwerence Erlbaum and Associates on behalf of AERA. Commission, E. (2007). School Autonomy in Europe Policies and Measures. Brussels: Eurydice. Cuban, L. (1993). How Teachers Taught: Constancy and Change in American Classrooms 1890-1990. London and New York: Teachers College Press. Day, C., Fernandez, A., Hauge, T. E. and Moller, J. (Ed.). (2000). The Life and Work of Teachers. London and New York: Falmer Press. Danielewicz, Jane (2001). Teaching Selves - Identity, Pedagogy, and Teacher Education. New York: State University of New York Press. Gee, J.P. (1999) An introduction to discourse analysis: Theory and method. London: Routledge. Giddens, A (1991) Modernity and Self-Identity: Self and Society in the Late Modern Age, California: Stanford University Press. Gleeson, J. (2004) "Concurrent Teacher Education in the Republic of Ireland: some Issues and Trends," in Teacher Education the Republic of Ireland: Retrospect and Prospect. Dublin: Scotens. Goodson, I. F. (2003). Professional Knowledge, Professional Lives. Maidenhead & Philadelphia: OUP. Goodson, I. F., and Sikes, P. (Ed.). (2001). Life History Research In Educational Settings. Buckingham and Philadelphia: Open University Press. Goodson, I. (1992) Studying Teachers’ Lives, London: Routledge. Goodson, I. F., Walker, R. (Ed.). (1991). Biography, Identity and Schooling: Episodes in Educational Research. London: Falmer Press. Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles In Practice. London: Tavistock Publications Ltd. Hargeaves, A., and Goodson, I. F. (1996). Teachers' Professional Lives: Aspirations and Actualities. In I. F. a. H. Goodson, A. (Ed.), Teachers' Professional Lives (pp. 1-27). London: Falmer Press. Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell. Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (1998). International Handbook of Educational Change. Dordrecht/ Boston/ London: Kluwer. Huberman, M., Grounauer, M., Mati, J. and Huberman, A. (1993). The Lives of Teachers. New York: Teachers College Press. Kellaghan, T. (2002). Preparing Teachers for the 21st Century Report of the working Group on Primary Preservice Teacher Education. Dublin: The Stationary Officeo. Document Number) Labaree, D. F. (2004). The Trouble With Ed Schools. New Haven & London: Yale University Press. Leithwood, K., Chapman, J., Corson, D., Hallinger, P. and Hart, A. (Ed.). (1996). International Handbook of Educational Leadership and Administration. Dordrecth/ Boston/ London: Kluwer. Lieberman, A., and Miller, L. (2004). Teacher Leadership. San Francisco: Jossey-Bass. Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. New York: Sage Publications. Little, J. W. (1993). Teachers' Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129-151. Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press. Loughran, J., & Northfield, J. (1996). Opening the Classroom Door Teacher Researcher Learner. London: Falmer Press. Miller Marsh, M. (2002). Examining the Discourses That Shape Our Teacher Identities. Curriculum Inquiry, 32 (4), 453 - 469. 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. Mishler, E.G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge, MA: Harvard University Press. Mitchell, C. and Weber, S. (1999) Reinventing Ourselves as Teachers: Beyond Nostalgia, London: Falmer Press. OECD (1991) Reviews of National Educational Policies. Ireland. Paris:Organisation for Economic Co-operation and Development. Retallick, J. (1999). Teachers' Workplace Learning: towards legitimation and accreditation. Teachers and Teaching: theory and practice, 5(1), 33-50. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C. and Schaffer, G. (Ed.). (2002). World Class Schools: International perspectives on school effectiveness. London & New York: Routledge/ Falmer. Robinson, M. and McMillan, W. “Who teaches the teachers? Identity, discourse and policy in teacher education,” Teaching and Teacher Education, Vol. 22, Issue 3, April 2006, pp.327-336. Rosenholtz, S. (1991). Teachers' Workplace: The Social Organization of Schools. New York and London: Teachers College Press. Russell, T. and Korthagen, F. (1995) Teachers Teachers, London: Routledge. Sarason, S., Davidson, K. S., and Blatt, B. (1986 revision of 1962 Wiley edition). The Education of Teachers: An Unstudied Problem in Education. Cambridge: Brookline Books. Spradley, J. P. (1979). The Ethnographic Interview. New York: Holt, Rinehart and Winston. Sugrue, C. (1996). Student Teachers' Lay Theories: Implications for professional development. In I. F. Goodson, and Hargreaves, A. (Ed.), Teachers' Professional Lives (pp. 154-177). London: Falmer Press. Sugrue, C. (1997a). Student Teachers' Lay Theories and Identities: Implications for Professional Development. European Journal of Teacher Education, Vol. 20, 213-226. Sugrue, C. (1998). Restructuring Initial Teacher Education: A focus on Preservice and Induction at Primary Level, St Patrick's College, Drumcondra. Sugrue, C. (2003). Teacher Education in Ireland. In B. Moon, Vlasceanu, L., and Conley Barrows, L. (Ed.), Institutional Approahes to Teacher Education within Higher Education in Euope: Current Models and New Developments (pp. 195-223). Bucharest: UNESCO CEPES. Sugrue, C. (2004). Revisiting Teaching Archetypes: identifying dominant shaping influences on student teachers’ identities European Educational Research Journal, 3(3), 583-602. Sugrue, C. (2006). Three Decades of College life, 1973-99: the old order changeth? In J. Kelly (Ed.), St Patrick's College Drumcondra A History (pp. 225-265). Dublin: Four Courts Press. Waller, W. (1932). Sociology of Teaching. New York, London & Sydney: JOhn Wiley and Sons (reprinted 1993 by Univeristy Microfilms International, Ann Arbor. Weber, S., and, & Mitchell, C. (1996). Using Drawings to Interrogate Professional Identity and the Popular Culture of Teaching. In I. F. Goodson, and & A. Hargreaves (Eds.), Teachers' Professional Lives (pp. 109-126.). London: Falmer Press. Weber, S.J. (1993) “The Narrative Anecdote in Teacher Education,” Journal of Education for Teaching, Vol. 19, No. 1, pp. 71-82. Weber, S.J. and Mitchell, C. (1995) That’s Funny, You Don’t Look Like a Teacher! Interrogating Images and Identity in Popular Culture, London: Flamer Press. Wenger, E. (1998) Communities of Practice: learning, meaning and identity, Cambridge: Cambridge University Press. Weiler, K., and Middleton, S. (Ed.). (1999). Telling Women's Lives Narrative Inquiries in the History of Women's Education. Buckingham and Philadelphia: Open University Press. Woods, P., Jeffrey, B., Troman, G. and Boyle, M. (1997). Restructuring schools, reconstructing teachers. Buckingham: Open University Press. Woods, P. (1993) Critical Events in Teaching and Learning, London: Flamer Press. Wortham, S. (2001). Narratives in action: A strategy for research and analysis. New York: Teachers College Press. Wenger, E. (1998) Communities of Practice: learning, meaning and identity, Cambridge: Cambridge University Press. Woods, P. (1993) Critical Events in Teaching and Learning, London: Flamer Press. Wortham, S. (2001). Narratives in action: A strategy for research and analysis. New York: Teachers College Press.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.