Adams, K. (2008). What’s in a Name? Seeking Professional Status through Degree Studies within the Scottish Early Years Context. European Early Childhood Education Research Journal, 16
, 196-209. http://dx.doi.org/10.1080/13502930802141626
 Bown, K., & Sumison, J. (2007). Voices from the Other Side of the Fence: Early Childhood Teachers’ Experiences with Mandatory Regulatory Requirements. Contemporary Issues in Early Childhood, 8
, 30-49. http://dx.doi.org/10.2304/ciec.2007.8.1.30
 Burgess, J., & Fleet, A. (2009). Frameworks for Change: Four Recurrent Themes for Quality in Early Childhood Curriculum Initiatives. Asia-Pacific Journal of Teacher Education, 37
, 45-61. http://dx.doi.org/10.1080/13598660802534489
 Clandinin, D., & Connelly, M. (1995). Teachers’ Professional Knowledge Landscapes
. New York: Teachers College Press.
 Cochran-Smith, M., & Zeichner, K. M. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education
(p. 816). Mahwah, NJ.
 Comber, B., & Nixon, H. (2009). Teachers’ Work and Pedagogy in an Era of Accountability. Discourse, 30, 333-345.
 Commonwealth of Australia (2009). Belonging, Being, Becoming, the Early Years learning Framework for Australia
. Canberra: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.
 Connell, R. W. (1985). Teachers’ Work
. Sydney: George Allen & Unwin.
 Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the Research Process
. London: SAGE Publications Inc.
 Dalli, C., & Urban, M. (2013). Professionalism in Early Childhood Education and Care. International Perspectives
. Australia: Routledge.
 Delandshere, G., & Petrosky, A. (2001). Framing Teaching and Teachers? National Board English Language Arts Certification in the US. L1-Educational Studies in Language and Literature, 1
(pp. 115-133). Dordrecht: Kluwer Academic Publishers.
 Evans, T., & Pauling, B. (2010). The Future of Disctance Education. Reformed, scrapped or recycled. In M. Cleveland-Innes, & D. Garrison (Eds.), An Introduction to Distance Education. Understanding Teaching and Learning in a New Era
(pp. 198-223). New York: Routledge.
 Fenech, M., Waniganayake, M., & Fleet, A. (2009). More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care. Asia-Pacific Journal of Teacher Education, 37
, 199-213. http://dx.doi.org/10.1080/13598660902804022
 Glaser, B. G., & Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine de Gruyter.
 Goodson, I. (2010). Representing Teachers. In Qualitative Research Methods in Education (pp. 13-23). London: Sage Press.
 Jacobs, G. (2001). Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation. Early Childhood Education Journal, 29, 125-130. http://dx.doi.org/10.1023/A:1012581113983
 Jones, C. (2008). Studying the Early Years Foundation Degree: Student Voices. In L. Miller, & C. Cable (Eds.) Professionalism in the Early Years (pp. 109-118). London, Hodder & Stoughton.
 Kronemann, M. (2008). Keep Those Banners Ready: The Challenges of the New Early Childhood Agenda. Professional Voice, 6, 17-21.
 Lloyd, E., & Hallet, E. (2010). Professionalising the Early Childhood Workforce in England: Work in Progress or Missed Opportunity? Contemporary Issues in Early Childhood, 11
, 75-88. http://dx.doi.org/10.2304/ciec.2010.11.1.75
 MacNaughton, G. (2001). Doing Early Childhood Research: International Perspectives on Theory and Practice. Crows Nest: Allen & Unwin.
 Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Home and Classrooms. Qualitative Issues in Educational Research, 31
 Mukherji, P., & Albon, D. (2010). Research Methods in Early Childhood: An Introductory Guide
. London: SAGE Publications Ltd.
 Ohi, S. (2008), The Teacher’s Role in the Research-Policy-Praxis Nexus. Australian Journal of Education, 52, 95-109.
 Ohi, S. (2007). Teachers Professional Knowledge and the Teaching of Reading in the Early Years. Australian Journal of teacher Education, 32
 Overton, J. (2009). Early Childhood Teachers in Contexts of Power: Empowerment and a Voice. Australasian Journal of Early Childhood, 34
 Roberts-Holmes, G. (2011). Doing your Early Years Research Project
. London: SAGE Publications Ltd.
 Sikula, J. (1996). Handbook of Research on Teacher Education
(2nd ed.), New York, Macmillan.
 Somekhe, B., & Lewin, C. (2005). Research Methods in the Social Sciences
. London. London: SAGE Publications Inc.
 Spreadbury, H. (2008). At Last: Pre-School Education a National Priority. Professional Magazine, 23, 32-34.
 Stake, R. (1995) Case Researcher Roles, the Art of Case Study Research
. Thousand Oaks, CA: Sage Publications.
 Strauss, A., & Corbin, J. (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory
(2nd ed.). Thousand Oaks, CA: Sage Publications.
 Urban, M. (2008). Dealing with Uncertainty: Challenges and Possibilities for the Early Childhood Profession. European Early Childhood Education Research Journal, 16, 135-152. http://dx.doi.org/10.1080/13502930802141584
 Valli, L. (1992). Reflective Teacher Education: Cases and Critiques
. Albany, NY: State University of New York.
 Whitehead, K. (2008). The Construction of Early Childhood Teachers’ Professional Identities, Then and Now. Australian Journal of Early Childhood, 33
 Woodrow, C. (2007). W(H)ither the Early Childhood Teacher: Tensions for Early Childhood Professional Identity between the Policy Landscape and the Politics of Teacher Regulation. Contemporary Issues in Early Childhood, 8
, 233-243. http://dx.doi.org/10.2304/ciec.2007.8.3.233
 Yin, R. (2012). Applications of Case Study Research
. USA: SAGE Publications Inc.