Evidence base informing this course
Amott, P. (2018). Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition. Professional Development in Education, 44:4, 476-491. https://doi.org/10.1080/19415257.2017.1381638
Doecke, B. (2015). Storytelling and Professional Learning. Changing English, 22(2), 142–156. https://doi.org/10.1080/1358684X.2015.1026184
Fullan, M. (2009). The challenge of change: Start school improvement now!. Corwin Press. https://dx.
Layen, S. (2015). Do reflections on personal autobiography as captured in narrated life-stories illuminate leadership development in the field of early childhood? Professional Development in Education, 41:2, 273-289. https://doi.org/10.1080/19415257.2014.986814
Lee, W. (2008). ELP: empowering the leadership in professional development communities. European Early Childhood Education Research Journal, 16 (1). https://doi.org/10.1080/13502930801897087
Maclure, M. (1993). Arguing for your self: identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal , 19, 311–322. https://doi.org/10.1080/0141192930190401
McCormack, C., Ambler, T., Martin, B. et al. (2016). Narrative-based evaluation demonstrates the value of a higher education professional learning network. Studies in Educational Evaluation, 50 (September 2016), 79–87. https://doi.org/10.1016/j.stueduc.2016.07.003
Mohan, P., & Chand, D. (2019). Mathematics teachers’ professional learning: Impact of story sharing and reflective dialogue. Waikato Journal of Education, 24(2), 73-81. https://doi.org/10.15663/wje.v%vi%i.668
Parr, G., Bulfin, S., Castaldi, R. et al. (2015). On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing. Cambridge Journal of Education, 45:2, 133-148. https://doi.org/10.1080/0305764X.2014.930416
Slakmon, B. (2022). Effects of dialogic education on sensemaking: Changes in teachers’ narrative structure. Teaching and Teacher Education, 115, 103748–. https://doi.org/10.1016/j.tate.2022.103748
Willis, J., Churchward, P., Crosswell, L. et al. (2021). Recognising the impact of highly accomplished and lead teachers. Australian Educational Research. https://doi.org/10.1007/s13384-021-00453-9