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Cited by

• 2012The (absent) politics of neo-liberal education policy176 cited
• 2017Translating policy: governmentality and the reflective teacher145 cited
• 2016‘Cruel optimism’: teacher attachment to professionalism in an era of performativity142 cited
• 2017Re/conceptualising time and temporality: an exploration of time in higher education141 cited
• 2010Perception of teacher education and professional identity among novice teachers106 cited
• 2009The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching?100 cited
• 2010Troubling the discourse of teacher centrality: a comparative perspective98 cited
• 2011Dispositions in the field: viewing mathematics teacher education through the lens of Bourdieu’s social field theory96 cited
• 2020Professionalism and teacher education in Australia and England92 cited
• 2016Determinanten der Schulleistung92 cited
• 2013Professional standards, teacher identities and an ethics of singularity73 cited
• 2011Towards productive reflective practice in microteaching65 cited
• 2020Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for Children55 cited
• 2014