AtkinsLTummonsJ (2017) Professionalism in vocational education: International perspectives. Research in Post Compulsory Education27(3): 355–369.
2.
BallS (2017) The Education Debate, 3rd ed. Bristol: Policy Press.
3.
BeethamD (1991) The Legitimation of Power: Issues in Political Theory. London: Palgrave.
4.
ChenJI (2022) Working and Learning Together: The Lived Experiences of Further Education Teachers Engaging with Joint Practice Development as a Model of Collaborative Enquiry for Professional Learning. PhD thesis. University of Sunderland, UK.
5.
CoffieldFEdwardsSFinlayI, et al. (2008) Improving Learning, Skills and Inclusion: The Impact of Policy on Post-Compulsory Education. Abingdon: Routledge.
6.
ColleyHJamesDDimentK (2007) Unbecoming teachers: Towards a more dynamic notion of professional participation. Journal of Education Policy22(2): 173–193.
7.
CorbettS (2017) From teacher to manager: Expectations and challenge in the further education sector. A relationship model. Research in Post-Compulsory Education22(2): 208–220.
8.
CorbettS (2022) Establishing professional expectations in further education middle management: The human resource manager’s perspective. Educational Management Administration & Leadership50(6): 911–927.
9.
CrawleyJ (2015) Growing connections – the connected professional. Research in Post-Compulsory Education20(4): 476–498.
10.
DonovanC (2019) Distrust by design? Conceptualising the role of trust and distrust in the development of Further Education policy and practice in England. Research in Post-Compulsory Education24(2–3): 185–120.
Fletcher-SaxonJ (2023) Putting teachers in the driving seat: Practitioner research as CPD. In: Sixth Form Colleges Association (ed) Sixth Form Matters: A Collection of Essays and Case Studies. UK: Sixth Form Colleges Association, 105–111.
15.
FullanM (2014) The Principal: Three Keys to Maximizing Impact. San Francisco: Jossey-Bass.
16.
GleesonD (2014) Trading places: On becoming an FE professional. In: CrowleyJ (ed) Challenging Professional Learning. London: Routledge, 20–30.
17.
HafezR (2016) Professionalism without autonomy. In: HayesDMarshellT (eds) The Role of the Teacher Today. Derby: SCETT, 36–40.
18.
HautzHThomaM (2021) Teacher subjectivation in the quality dispositive: The example of VET in Austria. British Journal of Sociology of Education42(5–6): 792–811.
19.
HesseFCareEBuderJ, et al. (2015) A framework for teachable collaborative problem-solving skills. In: GriffinPCareE (eds) Assessment and Teaching of 21st Century Skills. UK: Springer, 37–56.
20.
HeyesJ (2013) Vocational training, employability and the post-2008 jobs crisis: Responses in the European Union. Economic and Industrial Democracy34(2): 291–311.
21.
JamesDBiestaG (2007) Improving Learning Cultures in Further Education. London: Routledge.
22.
KrasniqiR (2021) Principal’s role in supporting teacher collaborative learning. Research in Educational Administration & Leadership6(4): 903–941.
23.
LingfieldR (2012) Professionalism in Further Education: Final Report of the Independent Review Panel. London: Department for Business, Innovation and Skills.
24.
PooleR (2022) Perceptions of performativity in English Further Education. Research in Post-Compulsory Education27(1): 148–172.
25.
ThompsonCWolstencroftP (2018) Trust into mistrust: The uncertain marriage between public and private sector practice for middle managers in education. Research in Post-Compulsory Education23(2): 1–18.