| The teacher as reflexive professional: Making visible the excluded discourse in teacher standards M Ryan, T Bourke Discourse: Studies in the cultural politics of education 34 (3), 411-423, 2013 | 180 | 2013 |
| How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature L Rowan, T Bourke, L L’Estrange, J Lunn Brownlee, M Ryan, S Walker, ... Review of Educational Research 91 (1), 112-158, 2021 | 124 | 2021 |
| Schooling teachers: Professionalism or disciplinary power? T Bourke, J Lidstone, M Ryan Educational philosophy and theory 47 (1), 84-100, 2015 | 107 | 2015 |
| How do teacher educators use professional standards in their practice? T Bourke, M Ryan, P Ould Teaching and Teacher Education 75, 83-92, 2018 | 81 | 2018 |
| The discursive positioning of graduating teachers in accreditation of teacher education programs T Bourke, M Ryan, M Lloyd Teaching and Teacher Education 53, 1-9, 2016 | 68 | 2016 |
| Assessment in geography education: a systematic review R Lane, T Bourke International Research in Geographical and Environmental Education 28 (1), 22-36, 2019 | 64 | 2019 |
| What is Plan B? Using Foucault's archaeology to enhance policy analysis T Bourke, J Lidstone Discourse: Studies in the Cultural Politics of Education 36 (6), 833-853, 2015 | 50 | 2015 |
| Reflexive professionalism: Reclaiming the voice of authority in shaping the discourses of education policy T Bourke, ME Ryan, J Lidstone Asia-Pacific Journal of Teacher Education 41 (4), 398-413, 2013 | 42 | 2013 |
| Teacher self-efficacy and reform: a systematic literature review D Gordon, C Blundell, R Mills, T Bourke The Australian Educational Researcher 50 (3), 801-821, 2023 | 37 | 2023 |
| Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education R Mills, T Bourke, E Siostrom Teaching and Teacher Education 89, 103010, 2020 | 37 | 2020 |
| Teachers performing professionalism: A Foucauldian archaeology T Bourke, J Lidstone, M Ryan Sage Open 3 (4), 2158244013511261, 2013 | 32 | 2013 |
| Concepts, conceptualization, and conceptions in geography R Lane, J Carter, T Bourke Journal of Geography 118 (1), 11-20, 2019 | 31 | 2019 |
| Spatialised metaphors of practice: How teacher educators engage with professional standards for teachers M Ryan, T Bourke Critical Studies in Education 59 (2), 167-186, 2018 | 28 | 2018 |
| Teacher education and teaching for diversity: A call to action M Ryan, L Rowan, J Lunn Brownlee, T Bourke, L L’Estrange, S Walker, ... Teaching Education 33 (2), 194-213, 2022 | 27 | 2022 |
| Researching teacher educators’ preparedness to teach to and about diversity: Investigating epistemic reflexivity as a new conceptual framework J Lunn Brownlee, L Rowan, M Ryan, S Walker, T Bourke, P Churchward Asia-Pacific Journal of Teacher Education 47 (3), 230-250, 2019 | 27 | 2019 |
| Reclaiming professionalism for geography education: Defending our own territory T Bourke, M Ryan, J Lidstone Teaching and Teacher Education 28 (7), 990-998, 2012 | 24 | 2012 |
| It’s all just a little bit of history repeating: 40 years of political review and reform in teacher education C Alexander, T Bourke Asia-Pacific Journal of Teacher Education 49 (5), 471-486, 2021 | 22 | 2021 |
| Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators M Ryan, T Bourke, J Lunn Brownlee, L Rowan, S Walker, P Churchward Teachers and Teaching 25 (2), 259-273, 2019 | 22 | 2019 |
| Mapping geographical knowledge and skills needed for pre-service teachers in teacher education T Bourke, J Lidstone SAGE Open 5 (1), 2158244015577668, 2015 | 22 | 2015 |
| The changing face of accreditation for initial teacher education programmes in Australia T Bourke Professionalism and teacher education: Voices from policy and practice, 27-45, 2019 | 21 | 2019 |
