Re‐defining careers in education
Tóm tắt
Từ khóa
Tài liệu tham khảo
Arthur, M.B. and Rousseau, D.M. (Eds) (1996), The Boundaryless Career: A New Employment Principle for a New Organisational Era, Oxford University Press, New York, NY.
Arthur, M.C., Inkson, K. and Pringle, J.K. (1999), The New Careers: Individual Action and Economic Change, Sage, London.
Baruch, Y. (2004), “Transforming careers: from linear to multidirectional career paths – organizational and individual perspectives”, Career Development International, Vol. 9 No. 1, pp. 58‐73.
Blumer, H. (1998), Symbolic Interactionism: Perspective and Method, University of California Press, Los Angeles, CA.
Bourdieu, P. and Passeron, J.C. (1990), Reproduction: In Education, Society and Culture, Sage, London.
Brown, A. (2004), “Engineering identities”, Career Development International, Vol. 9 No. 3, pp. 245‐73.
Cockburn, A.D. and Haydn, T. (2004), Recruiting and Retaining Teachers: Understanding Why Teachers Teach, Routledge Falmer, London.
Commonwealth Department of Education, Science and Training (CDEST) (2000), “Teachers for the 21st century – making the difference”, available at: www.detya.gov.au/schools/Publications/2000/t21.htm#Introduction (accessed 10 September 2004).
Connelly, F.M. and Clandinnin, D.J. (2000), Narrative Inquiry: Experience and Story in Qualitative Research, Jossey‐Bass, San Francisco, CA.
Dillabough, J. (1999), “Gender politics and conceptions of the modern teacher: women, identity and professionalism”, Journal of Sociology of Education, Vol. 20 No. 3, pp. 373‐94.
Eurydice (2002), Key Issues in Education in Europe: The Teaching Profession in Europe: Profiles, Trends and Concerns, European Union, Brussels.
Evetts, J. (1990), Women in Primary Teaching, Unwin Hyman, London.
Flores, M.A. and Shiroma, E. (2003), “Teacher professionalisation and professionalism in Portugal and Brazil: what do the policy documents tell?”, Journal of Education for Teaching, Vol. 29 No. 1, pp. 5‐18.
General Teaching Council Scotland (GTCS) (2002), “The code of practice on teacher competence”, available at: www.gtcs.org.uk/gtcs/conduct.aspx?MenuItemID=172&selection=6 (accessed 1 November 2004).
George, J., Mohammed, J. and Quamina‐Aiyejina, L. (2003), “Teacher identity in an era of educational reform: the case of Trinidad and Tobago”, Compare, Vol. 33 No. 2, pp. 191‐206.
Glaser, B.G. and Strauss, A.L. (1967), The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine de Gruyer, New York, NY.
Goodson, I. and Sikes, P. (2001), Life History Research in Educational Settings, Open University Press, Buckingham.
Goodson, I. and Walker, R. (1995), “Putting life into educational research”, in Sherman, R.R. and Webb, R.B. (Eds), Qualitative Research in Education: Focus and Methods, Falmer, Barscombe, pp. 110‐22.
Hargreaves, A. (1994), Changing Teachers, Changing Times: Teachers' Work and Culture in a Postmodern Age, Cassell, London.
Hargreaves, D.H. (1980), “The occupational culture of teachers”, in Woods, P. (Ed.), Teacher Strategies: Explorations in the Sociology of the School, Croom Helm, London, pp. 125‐48.
Hatch, M.J. and Schultz, M. (1996), “Living with multiple paradigms: the case of multiple paradigms in organizational culture studies”, Academy of Management Review, Vol. 21 No. 2, pp. 529‐57.
Iellatchitch, A., Mayrhofer, W. and Meyer, M. (2004), “Career fields: a small step towards a grand career theory”, International Journal of Human Resource Management, Vol. 14 No. 5, pp. 728‐50.
Kyriakidou, O. and Ozbilgin, M. (2004), “Indiviuals, organizations and careers: a relational perspective”, Career Development International, Vol. 9 No. 1, pp. 7‐41.
Lynn, S.K. (2002), “The winding path: understanding the career cycle of teachers”, The Clearing House, Vol. 75 No. 4, pp. 179‐82.
McLean, R. (1992), Teachers' Career and Promotion Patterns: A Sociological Analysis, Falmer, London.
Meiners, E.R. (2002), “Disengaging from the legacy of Lady Bountiful in teacher education classrooms”, Gender and Education, Vol. 14 No. 1, pp. 85‐94.
Menter, I., Mahony, P. and Hextall, I. (2004), “Ne'er the twain shall meet? Modernising the teaching profession in Scotland and England”, Journal of Education Policy, Vol. 19 No. 2, pp. 195‐214.
Mitzal, B.A. (2002), “Trusting the professional: a managerial discourse for uncertain times”, in Dent, M. and Whitehead, S. (Eds), Managing Professional Identities: Knowledge, Performativity and the “New” Professional, Routledge, London, pp. 19‐38.
Nelson, M.H. (1993), “Teachers' stories: an analysis of themes”, in Day, C., Calderhead, J. and Denicolo, P. (Eds), Research on Teacher Thinking: Understanding Professional Development, Falmer Press, London, pp. 149‐65.
Organization for Economic Co‐operation and Development (OECD) (2004), The Quality of the Teaching Workforce: Policy Brief, February, OECD Observer, Paris.
Powney, J., Wilson, V., Hall, S., Davidson, J., Kirk, S., Edward, S. and Mirza, H.S. (2003), Teachers' Careers: The Impact of Age, Disability, Ethnicity, Gender and Sexual Orientation, Department for Education and Skills, London.
Priyadharshini, E. and Robinson‐Pant, A. (2003), “The attractions of teaching: an investigation into why people change careers to teach”, Journal of Education for Teaching, Vol. 29 No. 2, pp. 95‐112.
Sachs, J. (2003), The Activist Teaching Profession, Open University Press, Buckingham.
Savickas, M.L. (2000), “Renovating the psychology of careers for the 21st century”, in Collin, A. and Young, R.A. (Eds), The Future of Career, Cambridge University Press, Cambridge, pp. 53‐68.
Schein, E.H. (1991), “What is culture?”, in Frost, P., Moore, L., Louis, M., Lundburg, C. and Martin, J. (Eds), Reframing Organizational Culture, Sage, Newbury Park, CA, pp. 243‐53.
Scottish Executive Education Department (SEED) (2002a), Professional Development and Review, The Stationery Office, Edinburgh.
Scottish Executive Education Department (SEED) (2002b), “The standard for headship”, available at: www.scotland.gov.uk/education/teaching/pages/cpd_head.htm (accessed 1 November 2004).
Scottish Executive Education Department (SEED) (2003), The Standard for Chartered Teacher, The Stationery Office, Edinburgh.
Sharp, S. and Draper, J. (2000), “Leaving the register: Scottish teachers lost to the profession, 1997‐98”, Journal of In‐service Education, Vol. 26 No. 2, pp. 247‐66.
Sherman, R.R. and Webb, R.B. (Eds) (1995), Qualitative Research in Education: Focus and Methods, Falmer, Barscombe.
Strauss, A.L. and Corbin, J. (2001), Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Sage, London.
(The) Teaching Commission (2004), Teaching at Risk: A Call to Action, The Teaching Commission, New York, NY.
Watts, A.G., Super, D.E. and Kidd, J.M. (Eds) (1981), Career Development in Britain, Hobson's Press, Cambridge, MA.
Weber, S. and Mitchell, C. (1995), That's Funny, You Don't Look Like a Teacher, Falmer, London.
Weick, K.E. (1996), “Enactment and the boundaryless career”, in Arthur, M.D. and Rousseau, D.M. (Eds), The Boundaryless Career, Oxford University Press, Oxford, pp. 40‐57.
Wilensky, H.L. (1961), “Orderly careers and social participation: the impact of work history on social integration in the middle mass”, American Sociological Review, Vol. 26 No. 4, pp. 521‐39.
Denzin, N.K. (1997), Interpretive Ethnography: Ethnographic Practices for the 21st Century, Sage, Newbury Park, CA.
Esteve, J.M. (2000), “The transformation of the teacher's role at the end of the twentieth century: new challenges for the future”, Educational Review, Vol. 52 No. 2, pp. 198‐207.
Reisman, D. (1961), The Lonely Crowd, Yale University Press, New Haven, CT.
