“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

References

• Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395. https://doi.org/10.1177/0891241605280449
   Web of Science ®Google Scholar
• Anderson, J., Goodall, H., & Trahar, S. (2019). Women in powerful conversation: Collaborative autoethnography and academia. International Journal of Qualitative Studies in Education, 33(4), 393–403. https://doi.org/10.1080/09518398.2019.1671632
   Web of Science ®Google Scholar
• Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian professional standards for teachers. Education Services Australia.
   Google Scholar
• Australian Institute for Teaching and School Leadership [AITSL]. (2015). Classroom ready: Demonstrating the impact on student learning of initial teacher education programs. AITSL.
   Google Scholar
• Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education. In Australian Education Review (pp. 61). Melbourne, Victoria: Australian Council for Educational Research.
   Google Scholar
• Bakhtin, M. M. (1981). The dialogic imagination. University of Texas Press.
   Google Scholar
• Bakhtin, M. M. (1986). Speech genres and other late essays. University of Texas Press.
   Google Scholar
• Bakhtin, M. M., & Medvedev, P. N. (1978). The formal method in literary scholarship: A critical introduction to sociological poetics (A. J. Wehrle, Trans.). Harvard University Press.
   Google Scholar
• Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
   Web of Science ®Google Scholar
• Biesta, G., Takayama, K., Kettle, M., & Heimans, S. (2020). Teacher education between principle, politics, and practice: A statement from the new editors of the Asia-Pacific journal of teacher education. Asia-Pacific Journal of Teacher Education, 48(5), 455–459. https://doi.org/10.1080/1359866X.2020.1818485
   Web of Science ®Google Scholar
• Bochner, A. P. (1984). The functions of human communication in interpersonal bonding. In C. A. Carroll & W. B. John (Eds.), Handbook of rhetorical and communication theory (pp. 544–621). Allyn and Bacon.
   Google Scholar
• Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. Routledge.
   Google Scholar
• Boylorn, R. M. (2016). On being at home with myself: Blackgirl autoethnography as research Praxis. International Review of Qualitative Research, 9(1), 44–58. https://doi.org/10.1525/irqr.2016.9.1.44
   Google Scholar
• Boylorn, R. M., & Orbe, M. P. (Eds.). (2021). Critical autoethnography: Intersecting cultural identities in everyday life (2nd ed.). Routledge.
   Google Scholar
• Brownlee, P., McGraw, A., Talbot, D., & Buchanan, J. (2023). Intellectual freedom and teaching performance assessment in Australia. The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00623-x
   Web of Science ®Google Scholar
• Chang, H., Ngunjiri, F., & Hernandez, K. A. C. (2016). Collaborative autoethnography. Routledge.
   Google Scholar
• Clark, K., & Holquist, M. (1984). Mikhail Bakhtin. Harvard University Press.
   Google Scholar
• Clifford, J., & Marcus, G. E. (1986). Writing culture: The poetics and politics of ethnography. University of California Press.
   Google Scholar
• Cochrane-Smith, M. (2023). Reprint: The problem of teacher education. Journal of Teacher Education, 74(2), 123–126. https://doi.org/10.1177/00224871231161446
   Web of Science ®Google Scholar
• Delamont, S. (2009). The only honest thing: Autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4(1), 51–63. https://doi.org/10.1080/17457820802703507
   Google Scholar
• Denzin, N. K. (2014). Interpretative autoethnography (2nd ed.). Sage.
   Google Scholar
• Department of Education, skills and employment. (2022). Next Steps: Report of the Quality Initial Teacher Education Retrieved from https://www.education.gov.au/quality-initial-teacher-education-review/resources/next-steps-report-quality-initial-teacher-education-review
   Google Scholar
• Down, B., & Sullivan, A. (2019). Classroom-Ready Teachers” Gaps, Silences and Contradictions in the Australian Report into Teacher Education. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers: Issues and opportunities (pp. 39–61). Springer Nature Singapore Pte Ltd.
   Google Scholar
• Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research, 36(4), 273–290. https://doi.org/10.12759/hsr.36.2011.4.273-290.
   Web of Science ®Google Scholar
• Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). SAGE Publications, Inc.
   Google Scholar
• Fitzgerald, T. (2022). Disrupting discourses and reclaiming public teacher education: A provocation. Asia-Pacific Journal of Teacher Education, 1–10.
   Web of Science ®Google Scholar
• Fitzgerald, T. (2023). Disrupting discourses and reclaiming public teacher education: A provocation. Asia-Pacific Journal of Teacher Education, 51(1), 1–10. https://doi.org/10.1080/1359866X.2022.2162849
   Web of Science ®Google Scholar
• Gardiner, M. (1996). Foucault, ethics and dialogue. History of the Human Sciences, 9(3), 27–46. https://doi.org/10.1177/095269519600900302
   Web of Science ®Google Scholar
• Haraway, D. J. (2016). Staying with the trouble: Making kin in the chthulucene. Duke University Press. https://doi.org/10.2307/j.ctv11cw25q
   Google Scholar
• Harris, C., & Grace, R. (2023). Universities who fail would-be teachers to be stripped of accreditation. The Sydney Morning Herald. https://www.smh.com.au/national/universities-who-fail-would-be-teachers-to-be-stripped-of-accreditation-20230706-p5dm3t.html
   Google Scholar
• Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.
   Google Scholar
• Hattie, J. (2023). Visible learning: The sequel. Routledge.
   Google Scholar
• Jones, S. H., & Harris, A. M. (2018). Queering autoethnography. Routledge.
   Google Scholar
• Kincheloe, J. (2001). Hope in the shadows: Reconstructing the debate over educational standards. In J. Kincheloe & D. Weil (Eds.), Standards and schooling in the United States (Vol. 1, pp. 1–103). Peter Lang.
   Google Scholar
• Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589–603. https://doi.org/10.1177/1077800417704462
   Web of Science ®Google Scholar
• Mackinlay, E. (2019). Critical autoethnography, to trouble with words. In E. Mackinlay(Ed.), Critical writing for embodied approaches (pp. 187–220). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-04669-9
   Google Scholar
• Maguire, M. H. (2007). Dialogue with Bakhtin on second and foreign language learning: New perspectives review of the book dialogue with Bakhtin on second and foreign language learning: New perspectives by J. K. Hall, G. Vitanova & L. Marchenkova (eds). Linguistics and the Human Sciences, 2(1), 169–175. https://doi.org/10.1558/lhs.v2i1.169
   Google Scholar
• Mayer, D., Goodwin, A. L., & Mockler, N. (2021). Teacher education policy: Future research, teaching in contexts of super-diversity and early career teaching. In D. Mayer (Ed.), Teacher education policy and research: Global perspectives (pp. 209–223). Singapore: Springer Nature Singapore.
   Google Scholar
• McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48–60. https://doi.org/10.1080/02607476.2017.1256040
   Web of Science ®Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
   Google Scholar
• Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Harvard University Press.
   Google Scholar
• Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
   Google Scholar
• Reid, J. A. (2019). What’s good enough? Teacher education and the practice challenge. The Australian Educational Researcher, 46(5), 715–734. https://doi.org/10.1007/s13384-019-00348-w
   Web of Science ®Google Scholar
• Renshaw, P. (2017). Beyond the middle finger: Affective labour, an ethic of care and the reform of teacher education. Teaching Education, 28(1), 88–93. https://doi.org/10.1080/10476210.2016.1264383
   Web of Science ®Google Scholar
• Rogers, B. (2019). Strengthening of the case for teacher judgement: A critique of the rationalities and technologies underpinning Gonski 2.0‘s renewed call for evidence-based practice. Social Alternatives, 38(3), 36–41.
   Web of Science ®Google Scholar
• Sidorkin, A. M. (1999). Beyond discourse: Education, the self and dialogue. State University of New York Press.
   Google Scholar
• Silverman, R. E., & Rowe, D. D. (2020). Blurring the body and the page: The theory, style, and practice of autoethnography. Cultural Studies ↔ Critical Methodologies, 20(2), 91–94. https://doi.org/10.1177/1532708619878762
   Web of Science ®Google Scholar
• Spry, T. (2016). Body, paper, stage: Writing and performing autoethnography. Routledge.
   Google Scholar
• Stanley, P., & Gao, X. (2019). Autoethnography and ethnography in English language teaching. Second Handbook of English Language Teaching, 1071–1090. https://doi.org/10.1007/978-3-030-02899-2
   Google Scholar
• Teacher Education Ministerial Advisory Group. (2014). Action now: Classroom ready teachers. Department of Education.
   Google Scholar
• Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361. https://doi.org/10.1080/01411920701532228
   Web of Science ®Google Scholar
• Wyatt-Smith, C., & Gunn, S. (2007). Evidence-based research for expert literacy teaching. Education Policy and Research Division.
   Google Scholar
• Zhao, Y. (2017). What works may hurt: Side effects in education. Journal of Educational Change, 18(1), 1–19. https://doi.org/10.1007/s10833-016-9294-4
   Web of Science ®Google Scholar