A Companion to Research in Teacher Education

(Tina Sui) #1

Dall’Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming.Educational
Philosophy and Theory, 41(1), 34–45.
Dalli, C. (2008). Pedagogy, knowledge and collaboration: Towards a ground-up perspective on
professionalism.European Early Childhood Education Research Journal, 16(2), 175–185.
Dalli, C. (2010). Towards the re-emergence of a critical ecology of the early childhood profession
in New Zealand.Contemporary Issues in Early Childhood, 11(1), 61–74. doi:10.2304/ciec.
2010.11.1.61
Dalli, C., Miller, L., & Urban, M. (2012). Early childhood grows up: Towards a critical ecology of
the profession. In L. Miller, C. Dalli, & M. Urban (Eds.),Early childhood grows up: Towards
a critical ecology of the profession(pp. 3–19). London, England: Springer.
Duncan, J. (2004). Misplacing the teacher? New Zealand early childhood teachers and early
childhood education policy reforms, 1984–96.Contemporary Issues in Early Childhood, 5(2),
160 – 177. Retrieved fromdoi:10.2304/ciec.2004.5.2.4
Education Council. (2016).Strategic options for developing future orientated initial teacher
education. Wellington, New Zealand: Author. Retrieved fromhttps://educationcouncil.org.nz/
sites/default/files/Strategic%20options%20REVISED%2029%20JUNEpdf.pdf
Farquhar, S., & Tesar, M. (2016a). Theorising what it means to be pedagogical in (the) early years
(of) teaching. In J. M. Ioriro & W. Parnell.Disrupting through imagination: Rethinking early
childhood research(pp. 26–36). New York NY: Routledge.
Farquhar, S., & Tesar, M. (2016b). Focus groups as temporal ecosystems for newly qualified early
childhood teachers.Contemporary Issues in Early Childhood, 17(3), 261–274. doi:10.1177/
1463949116660949
Fleer, M. (2010). The re-theorisation of collective pedagogy and emergent curriculum.Cultural
Studies of Science Education, 5, 563 – 576.
Gibbons, A., Farquhar, S., & Tesar, M. (2015). The politics and practices of early childhood
teacher education: Critical provocations for meaningful mentoring. In C. Murphy & R. Smith
(Eds.),Mentoring in early childhood: A compilation of thinking, pedagogy and practice.
Wellington, New Zealand: NZCER Press.
Johnston, K. (2015). Early childhood services red-flagged.The New Zealand Herald. Retrieved
fromhttp://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11435235
Meade, A. (2010, November).The contribution of ECE centres of innovation to building
knowledge about teaching and learning 2003– 2010. Paper presented to TLRI Early Years
Symposium. Wellington, NZ. Retrieved fromhttp://www.tlri.org.nz.ezproxy.aut.ac.nz/sites/
default/files/pages/AMeade-ECE-Paper2010.pdf
Middleton, S., & May, H. (1997).Teachers talk teaching 1915–1995: Early childhood, schools
and teachers colleges. Palmerston North, New Zealand: Dunmore Press.
Ministry of Education. (1996).Te Whāriki: He Whāriki Matauranga MōNgāMokopuna o
Aotearoa, early childhood curriculum. Wellington, New Zealand: Learning Media.
New Zealand Parliament. (2012).Inquiry into 21st century learning environments and digital
literacy: Report of the Education and Science Committee.Retrieved fromhttp://www.
parliament.nz/en-nz/pb/sc/documents/reports/50DBSCH_SCR5695_1/inquiry-into-21st-
century-learning-environments-and-digital
Osgood, J. (2012).Narratives from the nursery: Negotiating professional identities in early
childhood. Abingdon, England: Routledge.
Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A
phenomenological case study of teacher attrition.Teaching and Teacher Education, 18,
869 – 885.
Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in
Australia.European Early Childhood Education Research Journal, 16(2), 269–280.


796 M. Tesar et al.

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