中文部分
王秀槐、符碧真(2001)。築教師之夢:教育學程研究生報考動機與任教熱誠之研究。國家科學委員會研究彙刊:人文及社會科學,11(4),390-400。
卯靜儒(2006)。我們如何研究女性教師的性別經驗與意識:一種女性主觀點的後設分析。教育研究月刊,147,68-79。但昭偉(2006)。儒家的教育思想與教師哲學。載於但昭偉主編,教師的教育哲學(第1-20頁)。臺北:高等教育。
李露芳(2002)。教師特質與信念對師生衝突之知覺與因應的影響(未出版之碩士論文)。國立東華大學,花蓮。
李偉俊(2002)。國中小教師應用資優教育全校性充實模式於九年一
貫課程之質的研究。彰化師範大學特殊教育研究所博士論文未出
版,彰化。
李淑珺(譯)(2005)。為什麼青少年都衝動?(原作者:D. Walsh & N. Bennett)。臺北:張老師文化。(原著出版年:2004)
何柔慧(2003)。新北市國民小學教師教育改革壓力知覺與專業承諾之相關研究(未出版之碩士論文)。國立臺北師範學院,臺北。
吳麗君(2006)。從前王謝堂前燕:英國威爾斯地區一所中學的文化價值。教育研究月刊,148,50-70。吳珍梅(2003)。國小女教師工作與家庭研究:女性主義觀點與沙圖
象徵意涵之分析(未出版之博士論文)。國立彰化師範大學,彰
化。
吳康寧(1998)。教育社會學。高雄:復文。
吳芝儀(譯)(2001)。資料分析,載於李奉儒、高淑清等譯。質性教育研究-理論與方法(第220-263頁)。(原作者:R. C. Bogdan & S. K. Biklen)。嘉義:濤石。(原著出版年:1998)
吳芝儀、李奉儒(譯)(1995)。質的評鑑與研究。(原作者:M. Q. Patton)。臺北:桂冠。(原著出版年:1990)
吳恬儀(2011)。5分鐘改變全世界。30雜誌(78),頁148。臺北:商機。
李婉萍(譯)(2000)。資料蒐集。(原作者:D. K. Padgett)。臺北:洪葉。(原著出版年:1998)
宋曜廷、邱佳民、張恬熒、曾芬蘭(2011)。以國中基本學力測驗成績探討學習成就落差。教育政策論壇,14(1),85-117。林生傳(1985)。教育社會學。高雄:復文。
林生傳(1994)。教育心理學。臺北:五南。
林秀珍、徐世豐(2006)。好老師應有的態度與修養。載於但昭偉主編,教師的教育哲學(頁119-124)。臺北:高等教育。
林碧芳、趙長寧、邱皓政(2010)。中小學教師創意教學效能與內在
動機模式之檢驗─一項中介效果的驗證。創造學刊,2010,1(1),
65-92。
林雨蒨(譯)(2008)。自由寫手的故事。(原作者:E. Gruwell)。臺北:天下雜誌。(原著出版年:2007)
林翠湄、黃俊豪等(譯)(2003)。發展心理學。(原作者:D. R. Shaffer)。臺北:學富文化。(原著出版年:1999)
洪秋美(2008)。國小教育職場男性之性別意識覺醒歷程分析(未出版之碩士論文)。私立大葉大學,彰化。
韋氏大辭典(2011)。願景。取自http://www.merriam-weBster.com/
師瓊璐(2000)。橫越生命的長河--三位國小女性教師的生命史研究(未出版之碩士論文)。臺東師範學院,臺東。
馬信行(1998)。臺灣鄉鎮市區社會地位對教育投入的影響。國家科學委員會研究彙刊:人文及社會科學,8(4),596-615。
高佩君(2009)。一個國中教師教學信念與實踐之敘事研究(未出版之碩士論文)。國立東華大學,花蓮。
高淑清(2008)。質性研究的18堂課:揚帆再訪之旅。高雄:麗文。
徐宗國(譯)(1997)。質性研究概論。(原作者:Strauss, A. & CorBin, J.)。臺北:巨流。(原著出版年:1990)
符碧真(1999)。誰來當老師?-我國教師組成結構變化之研究。國家科學委員會研究彙刊:人文及社會科學,9(3),377-397。
張芬芬(譯)(2005)。質性研究資料分析。(原作者:M. B. Miles &A. M. HuBerman)。臺北:雙葉書廊。(原著出版年:1997)
教育部(2010)。縣市別教師數(88-98學年度)。取自http://www.edu.tw/statistics/content.aspx? site_content_ sn=8869
教育部(2012a)。行政院核定十二年國民基本教育實施計畫 教育部
展開各項宣導工作 。取自
http://12basic.edu.tw/news_detail.php?code=01&;sn=430&;page1=3
教育部(2012b)。教育部統計處國中小網路填報系統。
陳向明(2002)。社會科學質的研究。臺北:五南。陳玉華(2003)。國中教師生活滿意度與職業倦怠關係之探討-以中、南部公立國中教師為例(未出版之碩士論文)。大葉大學,彰化。
陳佑任(2002)。他們的故事:三位國小男性教育人員的生命史研究(未出版之碩士論文)。國立新竹師範學院,新竹。陳曉佩(2010)。我國偏遠地區國民中小學之教師性別分析。取自http://www.edu.tw/statistics/content.aspx?site_ content_sn=8169
陳恆鈞(譯)(2001)。公共政策_演進研究途徑。(原作者:J. P. Lester& Joseph Stewart. JR.)。臺北:學富。(原著出版年:2000)
郭靜晃、吳幸玲(譯)(1994)。發展心理學。(原作者:P. R. Newman & B. M. Newman)。臺北:揚智。(原著出版年:1991)傅士哲(譯)(2005)。如何訂做一個好老師。(原作者:K. Bain)。臺北:大塊。(原著出版年:2004)
黃繼仁(2007)。教育機會均等。載於甄曉蘭主編,課程經典導讀(第255-280頁)。臺北:學富。
黃馨慧(2000)。臺灣成年男性婚姻觀及其家務參與之研究。中華家政學刊,29,59-80。
喬慧玲(2007)。遊遍百餘國優良教師夫妻檔活教材。取自
http://www.wretch.cc/blog/liuty/19613651
童鳳嬌(2009)。國中校長卓越領導、行動智慧與創新經營關係之研究(未出版之博士論文)。國立新竹教育大學,新竹。曾志華(2006)。兩位在職數學教師教學專業成長歷程及其影響因素之研究(未出版之博士論文)。國立彰化師範大學,彰化。葉川榮(2009)。國中階段的學業競爭現象(未出版之博士論文)。國立高雄師範大學,高雄。甄曉蘭(2001)。中小學課程改革與教學革新。臺北:元照。甄曉蘭(2007)。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊,53(3),1-35。齊宗豫(2001)。男性身份、自我探索與教育實踐--一位國小準校長的成長之路(未出版之碩士論文)。國立新竹師範學院,新竹。
熊智銳(1992)。中小學校教育情境研究。臺北:五南。
翟本瑞(2002)。家庭文化資本對學校教育影響之研究:以農業縣山
區小學為例。教育與社會研究,4,181-195。
鄭閔澤(2009)。初任教師重塑教師信念的行動敘事研究(未出版之碩士論文)。國立東華大學,花蓮。
鄭瑞隆(譯)(2001)。實地工作。(原作者:R. C. Bogdan & S. K. Biklen)。嘉義:濤石。(原著出版年:1998)
謝維和(2002)。教育社會學。臺北:五南。
盧姿里(2006)。不同師資培育體系背景之初任國中小教師教育專業表現之比較研究。國立嘉義大學國民教育研究所博士論文,未出
版,嘉義。
鞠玉翠(譯)(2010)。社會科學研究中的敘事(原作者:B.
Czarniawska)。北京市:北京師範大學出版社。(原著出版年:
2004)
簡茂發(1998)。中小學教師基本素養之分析與評量。教育部教育研
究委員會委託之專題研究成果報告(編號﹕F0033678)。臺北市:
教育部,未出版。
簡憶鈴(譯)(2000)。質化研究的嚴謹性與關連性。(原作者:
D. K. Padgett)。臺北:洪葉。(原著出版年:1998)
西文部分
Abolghasemi, M., McCormick, J., &; Conners, R. (1999). The
importance of department heads in the development of teacher
support for school vision. The International Journal of Education
Management, 13 (2), 80-86.
Acker, S. (1989). Rethinking teachers’ careers. In S. Acker (Ed), Teachers, gender and careers(pp. 7-20). London: The Falmer Press.
Acker, S. (1995). Carry on caring: the work of women teachers. British Journal of Sociology of Education, 16 (1), 21-36.
Acker, S., &; Dillabough, Jo-Anne. (2007). Women ‘learning to labour’ in the ‘male emporium’: exploring gendered work in teacher education. Gender and Education, 19 (3), 297-316.
Aili, G., &; Brante, G. (2007). Qualifying teacher work: everyday work
as basis for the autonomy of the teaching profession. Teachers and
Teaching: theory and practice, 13 (3), 287-306.
Apple, M. W. (1986). Teachers &; texts: A political economy of class &;
gender relations in education. N. Y.: Routledge.
Aryee, S. (1994). Job involvement: an analysis of its determinants among
male and female teachers: Revue canadienne des sciences de
I’Administration. Canadian Journal of Administration Sciences,
11(4), 320-330.
Bartell, C. A. (2008). A normative vision of teacher as professional.
Teacher Education Quarterly, 25(4), 24-30.
Beijaard, D., Verloop, N., &; Vermunt, J. D. (2000). Teachers’ perceptions
of professional identity: An exploratory study from apersonal
knowledge perspective. Teaching and Teacher Education, 16,
749-764.
Berson,Y., Shamir, B., Avolio,B. J., &; Popper, M.(2001). The
relationship between vision strength, leadership style, and context.
The Leadership quarterly,12,53-73.
Biddle, B. J. (1997). Recent research on the role of the teacher. In
B. J. Biddle, T. L. Good &; I. F. Goodson (Eds.), International
handbook of teachers and teaching (pp. 499-520). Dordrecht /
Boston / London: Kluwer Academic Publishers.
Biddle, B. J., Good, T. L., &; Goodson I. F. (1997). The changing world of
teachers. In B. J. Biddle, T. L. Good &; I. F. Goodson (Eds.),
International handbook of teachers and teaching (pp. 1-10).
Dordrecht / Boston / London: Kluwer Academic Publishers.
Blomeke, S., Suhl, U., Kaise, G., &; Dohrmann, M. (2012). Family
background, entry selectivity and opportunities to learn: What
matters in primary teacher education? An international camparison
of fifteen countries. Teaching and Teacher Education, 28, 44-55.
Brighton, M. C., &; Herberg, H. L. (2004). Reconstructing the vision:
Teachers' responses to the invitation to change. Research in Middle Level Education Online, 27(2). Retrieved May 18, 2010, from
http://www.nmsa.org/portals/0/pdf/publications/RMLE/rmle_vol27_no2_article5.pdf
Burke, C. (2010). About looking: vision, transformation, and the education of the eye in discourses of school renewal past and present. British Educational Research Journal, 36(1), 65-82.
Casey, K. (1992). Why do progressive women activists leave teaching. In
I. F. Goodson (Ed.), Studying teachers lives (pp. 187-208). London:
Routledge.
Chan, K. W., &; Elliott, R. G. (2004). Relational analysis of personal
epistemology and conceptions about teaching and learning.
Teaching and Teacher Education, 20, 817-831.
Chaplain, R. P. (1995). Stress and job satisfaction: A study of English
primary school teachers. Educational psychology, 15(4), 473-489.
Chiriac, E. H., &; Dahlgren, M. A. (2009). Learning for professional life:
Student teachers’ and graduated teachers’ views of learning,
responsibility and collaboration. Teaching and Teacher Education,
25, 991-999.
Clark, C. M., &; Peterson, P. L. (1986). Teachchers’ thought processes. In
M. C. Wittrock (Ed.), Handbook of research on teaching
(pp. 225-296) (3rd ed.). Washington, D C: American Educational
Research Association.
Clark, A., Oswald, A., &; Warr, P. (1996). Is job satisfaction U-shaped in
age? Journal of Occupational and Organizational psychology, 69,
57-81.
Clarke, D., &; Hollingsworth, H. (2002). Elaborating a model of teacher
professional growth. Teaching and Teacher Education, 18 (8), 947-
967.
Coldron, J., &; Smith,R. (1999). Active location in teachers’ construction
of their professional identities. Journal of Curriculum Studies, 31,
711-726.
Connelly, F. M., &; Clandinin, D. J. (1991). Narrative inquiry: Storied
experience. In E. C. Short (Ed.), Form of curriculum inquiry
(pp. 121-153). State University of New York Press.
Connelly, F. M., Clandinin, D. J., &; He, M. F. (1997). Teachers’ personal
practical knowledge on the professional knowledge landscape.
Teaching and Teacher Education, 13 (7), 665-674.
Cubillo, L., &; Brown M. (2003). Women into educational leadership and management:international dufferences? Journal of Educational Administration,41 (3), 278-291.
Dahlgren, M. A., &; Chiriac, E. H. (2009). Learning for professional
life: Student teachers’ and graduated teachers’ views of learning,
responsibility and collaboration. Teaching and Teacher Education,
25, 991-999.
Davies, B. (2006). Leading the strategically focused school : Success and
sustainaBility . London: Paul Chapman Publishing.
Davies, E. A. (2008). Characterizing productive reflection among
preservice elementary teachers: Seeing what matters. Teaching and
Teacher Education, 22, 281-301.
Day, C. (2002). School reform and transitions in teacher professionalism
and identity. International Journal of Educaitonal Research, 37,
677-692.
Day, C., Elliot, B., &; King, A. (2005). Reform, standards and teacher
identity: Challenges of sustaining commitment. Teaching and
Teacher Education, 21, 563-577.
Day, C. (2008). Committed for life? Variation in teachers’ work, lives and
effectiveness. J Educ Chang, 9, 243-260.
Dey, I. (1993). Qualitative data analysis. London &; new York:
Routledge.
Drago-Severson, E. (2004). Helping teachers learn: Principal leadership
for adult growth and development. Thousand Oaks, CA: Corwin
Press, Inc.
Duffy, G. G. (2002). Visioning and the development of outstanding
teachers. Reading Research and Instruction,41(4), 331-344.
Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Leving, B., Rohr, J., &; Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of
Teacher Education, 61(1-2), 161-171.
Feldman, A. (1997). Varieties of wisdom in the practice of teachers. Teaching and Teacher Education, 13(7), 757-773.
Fried, R. L. (2001). The passionate teacher: A practical guide. Boston: Beacon Press.
Fullan, M. G. (1993). Change forces. London: Falmer.
Fullan, M. G., &; Hargreaves, A. (1998). What’s worth fighting for in your
school? London: Open University Press.
Fullan, M. G. (2001). The new meaning of educational change. New
York: Teachers College Press.
Garrison, J. (2010). Dewey and eros-wisdom and desire in the Art of teaching. NC,Charlotte: Information Age Publishing Inc.
Geijsel, F., &; Meijers, F. (2005). Identity learning: The core process of
educational change. Educational Studies, 31, 419-430.
Goodlad, J. I. (1984). A place called school. NewYork:McGraw-Hill
Book Company.
Goodson, I. F. (1997). The life and work of teachers. In B. J. Biddle,
T. L. Good &; I. F. Goodson (Eds.), International handbook of
teachers and teaching (pp. 135-152). Dordrecht: Kluwer Academic
Publishers.
Goodson, I. F. (1998). Storying the self:Life politics and the study of the
teacher’s life and work. In W. F. Pinar (Ed), Curriculum-toward new
idenities(pp. 3-20). New York:Garland.
Grant, R.(1989). Women teachers’ career pathways: towards an alternative model of ‘career’. In S. Acker (Ed.), Teachers, gender and careers (pp. 35-50). London: The Falmer Press.
Greene, M. (1995). Releasing the Imagination. San Francisco:
Jossey-Bass.
Gurbuzturk, O., Duruhan, K., & Sad, S. N. (2009). Preservice teachers’
previous formal education experiences and visions about their future
teaching. Elementry Education Online, 8 (3), pp. 923-934.
Hall, L. A. (2009). “A necessary part of good teaching”: Using book
clubs to develop preservice teachers’ visions of self. Literacy
Research and Instruction, 48 (4), 298-317.
Hammerness, K. (2001). Teachers’ visions: The role of personal ideals in
school reform. Journal of Educaitonal Change, 2, 143-163.
Hammerness, K. (2003). Learning to hope or hoping to learn? The role of
vision in the early professional lives of teachers. Journal of Teacher
Educaiton, 54 (1), 43-56.
Hammerness, K. (2004). Teaching with vision: How one teacher
negotiates the tension between high ideals and standardized testing.
Teacher Educaiton Quarterly, 31 (4), 33-43.
Hammerness, K. (2006). Seeing through teachers’ eyes- professional
ideals and classroom practices. New York: Teachers College Press.
Hargreaves, A. (1992).Cultures of teaching: A focus for change. In A.
Hargreaves &; M. Fullan (Eds.), Understanding teacher development
(pp. 216-240). New York: Cassell and Teachers College Press.
Hargreaves, A., &; Fullan, M. G. (Eds.) (1992). Understanding teacher
Development. New York: Cassell and Teachers College Press.
Hargreaves, A. (1994). Changing teachers changing times: Teachers’
work and culture in the postmodern age. New York: Teachers
College Press.
Hargreaves, A. (1997). Cultures of teaching and educational change. In
B. J. Biddle, T. L. Good &; I. F. Goodson (Eds.), International
handBook of teachers and teaching (pp. 1297-1319). Dordrecht /
Boston / London: Kluwer Academic Publishers.
Hargreaves, A., Earl, L.,Moore, S., &; Manning, S. (2001). Learning to
change:Teaching Beyond subjects and standards. San Francisco:
Jossey-Bass.
Hargreaves, A. (2005). Educational change takes ages: life, career and
generational factors in teachers’ emotional responses to educational
change. Teaching and Teacher Education, 21, 967-983.
Harris, A., Day, C., &; Hadfield, M. (2003). Teachers' perspectives on
effective school leadership. Teachers and Teaching: theory and
practice, 9 (1), 67-77.
Harris, K., &; Barnes, S. (2009). Male teacher, female teacher: exploring
children’s perspective of teacher’s roles in kindergartens. Early
Child Development and Care, 179 (2), 167-181.
Hayes, D. (1996). Prioritizing “voice” over “vision”: reaffirming the
centrality of the teacher in ESOL research. System, 24 (2), 173-186.
Huberman, M . (1992). Teacher development and instructional mastery.
In A. Hargreaves &; M. G. Fullan (Eds.), Understanding teacher
development (pp. 122-142). NewYork: Teachers College Press.
Huberman, M. (1993). The lives of teachers. NewYork: Teachers College
Press.
Huberman, M., &; Grounauer, Marie-Madeleine(1993). Teachers’ motivations and satisfactions. In M. Huberman (Ed), The lives of teachers. NewYork: Teachers College Press.
Huberman, M., &; Guskey, T. R. (1995). The diversities of professional
development. In T. R. Guskey &; M. Huberman (Eds.),
Professional development in education (pp. 269-272). New York:
Teachers College Press.
Huebner, D. (1996). Teaching as moral activity. Journal of Curriculum and Supervision, 11, 267-275.
Huffman, J. B., &; Hipp, K. A. (2000). Creating communities of learners: The interaction of shared leadership, shared vision, and supportive conditions. Paper presented at the Annual meeting of the Educational Research Association. New Orleans, Louisiana. April 24-28(ERIC ED452582)
Hyde, A. A., &; Pink, W. T. (1992). Thinking about effective staff
development. In A. A. Hyde &; W. T. Pink (Eds.), Effective staff
development for school change (pp. 3-29). Norwood, NJ: Ablex
Press.
Kantabutra, S. (2005). Improving public school performance through
vision-based leadership. Asia Pacific Education Review, 6 (2), 124-136.
Kaufman, J. S., &; McDonald, J. L. (1992). Teacher as change agent:
Helping preservice teachers articulate their visions. Paper presented
at the Annual meeting of the American Educational Research
Association. San Francisco, April 20-24(ERICE 348362)
Kennedy, M. M. (2006). Knowledge and vision in teaching. Journal of
Teacher Education, 57 (3), 205-211.
Kooy, M. (2006). Telling stories in book clubs-Women teachers and
professional development. USA: Springer.
Korthagen F. A., &; Kessel J. (1999). Linking theory and practice:
Changing the pedagogy of teacher education. Educational
Researcher.28 (4), 4-17.
Kyriacou, C., &; Kune, R. (2007). Beginning teachers’ expectations of
teaching. Teaching and Teacher Education, 23, 1246-1257.
Lefstein, A., &; Snell, J. (2011). Professional vision and the politics of
teacher learning. Teaching and Teacher Education, 27, 505-514.
Lincoln, Y. S., &; Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Luk-Fong, P. Y. Y. (2010). Towards a hybrid coceptualisation of Chinese women primary school teachers’ changing femininities-a case study of Hong Kong. Gender and Education, 22 (1), 73-86.
McElhone,D., Hebard, H., Scott, R., &; Juel, C. (2009). Vision in
trajectories of literacy practice among new teachers. Retrieved
from http://www.reading.org/liBraries/54th_annual_convention_
presenter_handouts/the_role_of_vision_in_trajectories_of_literacy_
practice_among_new_teachers.sflb.ashx
McGinnis, J. R., Parker, C., &; Graeber, A. O. (2004). A cultural
perspective of the induction of five reform-minded beginning
mathematics and science teacher preparation program. Journal of
research in science teaching, 41 (7), 720-747.
McNay, M., &; Graham, R. (2007). Can cooperating teachers help student
teachers develop a vision of education? The Teacher Education,
42 (3), 224-236.
Measor, L., &; Sikes, P. (1992). Visiting lives-Ethics and methodology in
life history. In I. F. Goodson (Ed), Studying teachers lives(pp.
209-233). New York: Teachers College Press.
Miller, J. (1996). School for woman. London: Virago Press.
Miller, J., &; Chamberlin, M. (2000). Women are teachers, men are
professors: A study of student perceptions. Teaching Sociology, 28
(4), 283-298.
Mills, M., Mayne, M., &; Lingard, B. (2004). Attracting, recruiting and
retaining male teachers: policy issues in the male teacher debate.
British Journal of Sociology of Education, 25 (3), 355-369.
Miser, F. W. (2009). What it takes be an outstanding teacher? Retrieved January 2, 2011, From http://www.ohioafp.org/pdfs/members/
educator_resources/WhatItTakestobeanOutstandingTeacher.pdf
Nelson, M. K. (1992). Using oral histories to reconstruct the experiences of women teachers in Vermont. In I. F. Goodson(Ed.), Studying teachers lives (pp. 167-186). London: Routledge.
Nieto, S. (2006). Why we teach: How teachers broaden the vision of what counts. School Talk, 11 (3), 1-3.
Oram, A. (1989). A master should not serve under a mistress: women and men teachers 1900-1970. In S. Acker (Ed.), Teachers, gender and careers (pp. 21-34). London: The Falmer Press.
Palmer, P. J. (2003). Teaching with heart and soul. Journal of Teacher
Education, 54 (5), 376-385.
Palmer, P. J. (2007). The courage to teach:exploring the inner landscape
of a teacher’s life (10th ). San Francisco:Jossey-Bass.
Pink, W. T., &; Hyde, A. A. (1992). Doing effective staff development,in
W. T. Pink &; A. A. Hyde (Eds.), Effective staff development for
school change (pp. 259-292). Norwood, NJ: Ablex Press.
Roberts , D. L. (2011). Newly qualified teachers’ visions of science
learning and teaching(UnPublished doctoral dissertation). State University of Maryland-- College Park, Maryland.
Rosaen, C., &; Schram, P.(1998). Becoming a member of the teaching
profession: Learning a language of possibility. Teaching and
Teacher Education, 14 (3), 283-303.
Rubin, H. J., &; Rubin, I. S. (2005). Qualitative interviewing:the
art of hearing data. Thousand Oaks, Calif. : Sage Publications.
Seidman, I. (2006). Interviewing as qualitative research.(3rd ed.) New
York: Teachers College Press.
Sherin, M. G., &; Han, S. Y. (2004). Teacher learning in the context of a
video clubs. Teaching and Teacher Education, 20 (2), 163-183.
Sherin, M. G., &; van Es, E. A. (2009). Effects of video club participation
on teachers’ professional vision. Journal of Teacher Education,
60 (1), 20-37.
Shrock, R. (2004). The perils they face: Using key texts to prepare
passionate teachers for an unfriendly world. Teacher education
Quarterly, 31(4), 65-71.
Shulman, L. S., &; Shulman, J. H. (2004). How and what teachers learn:
A shifting perspective. Journal of Curriculum Studies, 36 (2),
257-271.
Sikes, P. J. (1985). The life cycle of the teacher. In S. J. Ball &; I. F.
Goodson(Eds.), Teachers lives and careers (pp. 27-60). London:
Falmer.
Smith, J. (2011). Agency and Female teachers’ career decisions: A life
history syudy of 40 women. Education Management Administration &; Leadership, 39 (1), 7-24.
Squires, D., &; Bliss, T. (2004). Teacher visions: navigating beliefs about
literacy learning. The Reading Teacher, 57 (8), 756-763.
Swanson, J. (2000). What differentiates an excellent teacher from a
teacher leader. Retrieved January 3, 2010, from http://www.emis.de/
proceedings/PME28/RR/RR046_Olson.pdf
Thompson, D. (2007). Characteristics of a Good Teacher: What it Takes
to Make the Grade. Retrieved September 6, 2010, from http:
//www.associatedcontent. com/article/381389/characteristics_of_a_
good_teacher_what.html?cat=4
Thomas, R., &; Lien, L.(2005). Alternative Curriculum Perspectives: Implications for Teachers’ Curriculum Development in Taiwan.
Journal of Educational Research and Development, 1 (2), 177-203。
Torres, C. A. (1998). Democracy, Education, and Multiculturalism:
Dilemmas of citizenchip in a global world. New York: Rowman &;
Littlefield Publishers, Inc.
Trotman, J., &; O’Donoghue, T. (2010). Becoming a woman teacher:
memories of learning to be a monitor in Western Australia in the
1920s and 1930s. Oxford Review of education. 36 (2), 171-185.
Tubin,D. (2005). Fantasy, Vision, and Metaphor - Three Tracks to
Teachers’ Minds.The Qualitative Report, 10 (3), 543-560.
Turner, J. D. (2006). “I want to meet my students where they
are”-Preservice teachers’ visions of culturally responsive literacy
instruction. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J.
Worthy, &; B. Maloch (Eds.), 55th Yearbook of the National
Reading Conference, 309-323.
Turner, J. D. (2007). Beyond cultural awareness: Prospective teachers’
vision of culturally responsive literacy teaching. Action in Teacher
Education, 29 (3), 12-24.
Villegas-Reimers, E. (2003). Teacher professional development: An
international review of the literature. International Institute for
Educational Planning.
Volkmann, M. J., &; Anderson, M. A. (1998). Creating professional
identity: Dilemmas and metaphors of a first-year chemistry teacher.
Science Education, 82, 293-310.
Watson, A. (2007). A Vision to Serve: The Experiences of Five African
American Urban Teacher Leaders. Journal of Urban Learning,
Teaching, and Research, 3, 175-196.
Weber, S., &; Mitchell, C. (1996). Using drawings to interrogate
professional identity and the popular culture of teaching. In I. F.
Goodson, &; A. Hargreaves(Eds.), Teachers professional lives (pp.
109-126). London: Falmer.
Webster(1993). Webster’ Third New International Dictionary. USA:
Merriam- Webster, INC.
Weiler, K. (1997). Reflections on writing a history of women teachers. Harvard Educational Review, 67 (4), 635-657.
Wisehart, R. (2004). Nurturing passionate teachers: making our work
transparent. Teacher Education Quarterly, 31 (4), 45-53.
Wood, D. R. (2001). Teacher as citizen: professional development and
democratic responsibility. In H. T. Sockett, E. K. DeMulder, P. C.
LePage, &; D. R. Wood(Eds.), Transforming teacher Education(pp.
33-47). London: Bergin &; Garvey.
Yong, B. C. S. (1995). Teacher trainees’ motives for entering into a
teaching career in Brunei Darussalam. Teaching and Teacher
Education, 11 (3), 275-280.
Zembal-Saul, C., Blumenfeld, P., &; Krajcik, J. (2000). Influence of
guided cycles of planning, teaching, and reflection on prospective
elementary teachers’ science content representations. Journal of
research in science teaching, 37 (4), 318-339.