School reform and transitions in teacher professionalism and identityChristopher W. Day2002-01-01articleInternational Journal of Educational Research489 citationsclosedNo readable copy stored yet — this record is metadata only.Teacher Education and Leadership StudiesEducation Pedagogy and PracticesTeacher Professional Development and MotivationAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 489 citations exist upstream.References1984The Postmodern Condition: A Report on Knowledge2003The teacher's soul and the terrors of performativity1978The Rise of Professionalism: A Sociological Analysis.2002Professionalism: The Third Logic1998The emotional practice of teaching2000Mixed emotions: teachers’ perceptions of their interactions with students2000Four Ages of Professionalism and Professional Learning2006The Managerial State: Power, Politics and Ideology in the Remaking of Social WelfareCited by2014Unifying cognition, emotion, and activity in language teacher professional development2005One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms2015A model for study of teacher agency for social justice2011Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning2009Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators2011Profiling teachers’ sense of professional identity2009The effects of reform: Have teachers really lost their sense of professionalism?2009Towards a new professionalism: enhancing personal and professional development in teacher education