Four Ages of Professionalism and Professional Learning

By A. Hargreaves. 2000

1,253 citations recorded by the source corpus.

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Citations in the corpus

Educational Leaders and Emotions (2015, background): “But changes in the economic, social, political, and technological domains have made education the target of frequent large-scale reforms (Hargreaves, 2000).”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, background): “Such continuing professional development (CPD) is perceived as an important way to improve schools, increase teacher quality, and enhance student learning (Day, 1999; Hargreaves, 2000; Opfer & Pedder, 2011; Verloop, 2003).”
A “Curling teacher” in mathematics education: teacher identities and pedagogy development (2011, background): “As Hargreaves (2000) pointed out, the structures of schooling have become so institutionalised over years that they define the essence of schooling itself for the teachers and the students who work there.”
School reform and transitions in teacher professionalism and identity (2002, background): “... ‘autonomous’ (marked by a challenge to the uniform view of pedagogy, teacher individualism in and wide areas for discretionary decision taking); ‘collegial’ (the building of strong collaborative cultures alongside role expansion, diffusion and intensification); and the ‘post-professional’ (where”
Community of practice for teachers: sensemaking or critical reflective learning? (2009, background): “This is particularly important in an era of school management where marketisation and performance of education have ‘subjected teachers to the micro‐management of ever‐tightening regulations and controls that are the very antithesis of any kind of professionalism’ (Hargreaves, 2000 , p.”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “Working alone has typically been connected to the teaching profession, and the collegial collaboration is not yet the most natural way of working within educational organisations (Hargreaves, 2000; Hökkä, Rasku-Puttonen, & Eteläpelto, 2008; Vähäsantanen et al., 2008).”
The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review (2012, neutral): “Open access under CC BY-NC-ND license.”
Professionals, discretion and public sector reform in the UK: re‐visiting Lipsky (2006, result): “This is in stark contrast to the era when teachers supposedly enjoyed “unprecedented autonomy over curriculum development and decision making” ( Hargreaves, 2000”
Committed for life? Variations in teachers’ work, lives and effectiveness (2008, background): “Such reforms have changed what it means to be a professional ( Hargreaves, 2000; Helsby, 1999; Sachs, 2003) as the locus of control has shifted from the individual to the system managers and as contract has replaced covenant (Bernstein, 1996).”
Profiling teachers’ sense of professional identity (2011, background): “Hargreaves (2000) states that more and more rules and regulations are being imposed on teachers.”
Novice teachers and how they cope (2014, background): “As team work and collaboration have become more common in Norwegian schools – similar to what has occurred in schools in many (if not most) countries (Hargreaves, 2000; OECD, 2009) – expectations about what individuals can achieve together have been steadily increasing.”