Changing Teacher Roles, Identities and Professionalism: An Annotated Bibliography
Preface The aim of this annotated bibliography is to enable researchers, practitioners, policy makers and organizations with an interest in issues of teacher professionalism and teachers' professional development to elicit the latest evidence and understanding about teachers' lives and professional practices. We have selected 100 texts published since January 2000 and, although it is clearly not exhaustive, we view our selection as containing some of the most recent, relevant and important work in this area. In addition to publications which focus on the experiences of UK teachers, our selection includes texts which draw on research on teachers conducted in other national settings, as well as publications which examine professional experiences in other public sector fields (for example, in the health services) Our selection also includes publications which engage with the concept of professionalism in ways that transcend particular occupational or national contexts. Because we are aware that there are highly influential texts preceding our post January 2000 timeframe which have shaped the development of theoretical and empirical work on teachers' roles, identities and professionalism, Geoff Troman has produced a paper which maps the historical development of scholarship on teachers' work and teacher professionalism before 2000 (see Annex) We hope this will provide a useful introduction to the recent history of scholarship in this area for those unfamiliar with it and that it will serve as a useful reminder to all 2 readers of the importance of locating contemporary writing on teachers' work and professionalism in the context of longstanding scholarly debates.