Teaching in the knowledge society: education in the age of insecurity

By D. Hamilton. 2003

782 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/82692535af9465129d6c0ff1dc81b1db582673ac

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Citations in the corpus

Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership (2004, background): “In New York State and Ontario, Canada, Hargreaves (2003) and his colleagues found that standardized reform policies led to teachers losing their confidence, having less time to meet and converse with their colleagues or the community, feeling abused and degraded by the derogatory tones of government”
Post-modern reality shock: Beginning teachers as sojourners in communities of practice (2015, background): “The basic curriculum is becoming more complex (Hargreaves, 2003; Scott, 2000a, 2000b).”
Education policies for raising student learning: the Finnish approach (2007, background): “Hargreaves (2003) argues that international test comparisons have been one of the strongest pretexts for school reform in many nations.”
Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career (2007, background): “…professional learning and development matter in the knowledge society school; and ‘it is through professional and personal development that teachers build character, maturity and other virtues in themselves and others, making their schools into moral communities’ (Hargreaves, 2003, p. 48).”
Rethinking accountability in a knowledge society (2010, background): “P. Sahlberg (&) European Training Foundation, Viale Settimio Severo 65, 10133 Torino, Italy e-mail: pasi.sahlberg@etf.europa.eu”
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “A number a studies show that teachers experience an increased workload and a hectic workday (Hargreaves, 2003; Johnson & Birkeland, 2003; Lindqvist & Nordänger, 2006).”
Emergent mathematical thinking in the context of play (2010, background): “On the other hand, educationalists (like Hargreaves, 2003) also have warned against strictly following the technocratic seductions of the knowledge society and have argued for approaches that put the identity formation of the individual in the centre of the educational obligations.”
Organizational Learning Mechanisms: The Meaning, Measure, and Implications for School Improvement (2008, methodology): “It may be that in light of standardized reform movements in an age of accountability, the notion of OL has been superficially understood and implemented by school personnel, perpetuating the historical modern legacy of top-down administration (Giles & Hargreaves, 2003).”
A model for study of teacher agency for social justice (2015, background): “It is not uncommon that moral purposes, including a commitment to social justice, strongly underpin teachers’ professional identities, reflected for example in the frequently reported reasons for entering the teaching profession, such as a desire ‘to make a difference in the lives of students’ (Harg”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “Such emotion becomes particularly significant, it is suggested, at times of educational reform (Hargreaves, 2003; Hargreaves & Lo, 2000), but tends to be under-researched.”