For young people, a key priority when rethinking education is considering how education affects our mental health. It will come as no surprise that young people are facing a mental health epidemic, and the education system has become a driving factor in this. Recent policies have fuelled toxic cultures in our schools, which glorify burnout and stigmatise those who rest as scroungers, whilst long-standing, paradigmatic problems have persisted.Too many young people try to learn in these fear-driven cultures each day – and this was my reality at school. After growing significantly aggrieved, I took action to ensure my school implemented what is called a ‘culture of well-being’ – one wherein rest is held in equal regard to work. One wherein the positive well-being of all is actively promoted – for it is recognised that positive well-being is an essential prerequisite to learning.The culture of well-being has created positive change to the realities experienced by young people on the ground – as well as for the whole-school community. In this article, I will introduce the culture of well-being, explain how to implement it in practice, and amplify the plea of young people for education to work with, not against, their mental health.
{"title":"A CULTURE OF WELLBEING: WHY WE MUST PUT POSITIVE MENTAL HEALTH AT THE HEART OF OUR SCHOOLS","authors":"Andrew Speight","doi":"10.5750/tbje.v4i1.2146","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2146","url":null,"abstract":"For young people, a key priority when rethinking education is considering how education affects our mental health. It will come as no surprise that young people are facing a mental health epidemic, and the education system has become a driving factor in this. Recent policies have fuelled toxic cultures in our schools, which glorify burnout and stigmatise those who rest as scroungers, whilst long-standing, paradigmatic problems have persisted.Too many young people try to learn in these fear-driven cultures each day – and this was my reality at school. After growing significantly aggrieved, I took action to ensure my school implemented what is called a ‘culture of well-being’ – one wherein rest is held in equal regard to work. One wherein the positive well-being of all is actively promoted – for it is recognised that positive well-being is an essential prerequisite to learning.The culture of well-being has created positive change to the realities experienced by young people on the ground – as well as for the whole-school community. In this article, I will introduce the culture of well-being, explain how to implement it in practice, and amplify the plea of young people for education to work with, not against, their mental health.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122980469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educators in Wales currently find themselves in a moment. This moment is defined by far-reaching reform. Globally, education reform is nothing new, “national curricula are constantly changing” (Sinnema, 2015, p. 965) and historically, Wales is no different.
威尔士的教育工作者们现在正处于紧要关头。这一时刻的特点是深远的改革。在全球范围内，教育改革并不是什么新鲜事，“国家课程不断变化”(Sinnema, 2015, p. 965)，从历史上看，威尔士也不例外。
{"title":"CURRICULUM DESIGN: PURPOSE, PROCESS & AGENCY","authors":"Tyrrell Golding, Catherine Place","doi":"10.5750/tbje.v4i1.2138","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2138","url":null,"abstract":"Educators in Wales currently find themselves in a moment. This moment is defined by far-reaching reform. Globally, education reform is nothing new, “national curricula are constantly changing” (Sinnema, 2015, p. 965) and historically, Wales is no different.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134079385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark Ducker recently retired CEO or the STEP Academy Trust reflects on the journey which took him from primary school teacher to CEO of an outstanding multi-academy trust.
Mark Ducker最近退休了STEP学院信托的首席执行官，他回顾了自己从小学老师到杰出的多学院信托首席执行官的历程。
{"title":"INTERVIEW—TEACHER TO HEAD TO CEO—SHIFTING ROLES AND RELATIONSHIPS","authors":"Mark Ducker","doi":"10.5750/tbje.v3i2.2097","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2097","url":null,"abstract":"Mark Ducker recently retired CEO or the STEP Academy Trust reflects on the journey which took him from primary school teacher to CEO of an outstanding multi-academy trust.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131832919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I retired in April 2020 after 17 years as a Headteacher, serving four different schools across two local authorities. One thing that remained constant throughout this period was the privilege I felt being a school leader. I deliberately chose to work in challenging schools serving more deprived communities. I was driven by the belief that a high-quality education has the power to transform the life chances of young people, especially those from disadvantaged backgrounds.In this paper I reflect on my personal experience of government policy during this period and the impact it had on school leaders. In doing so, we will revisit two underpinning themes that featured throughout my headship career. The first was that education became part of the election battleground with each party developing their own ideas and thinking about the direction of education that, in turn, became policy for the successfully elected party. Successive Secretaries of State had their own view of what state education should look like. I have not always been convinced that all policy was based on educational theory and sometimes wonder if it derived from the minister’s own personal experience of education! Sir Kevan Collins describes this as the ‘Complacency of Certainty’ (2021) where ministers speak with authority on education without any substance or research to back it up. The impact this had on school leaders was to experience a see-saw effect as policies swung one way and then the other as governments and ministers changed. The second underpinning theme was the breakdown in trust between the government and the education profession. It is evident that this lack of trust in the system led to the growth of a command-and-control model whereby schools were compelled to follow government policy.To explore these themes, I will focus on three key areas of government policy that were intended to improve standards and reduce education inequality. First the rise of academisation under Tony Blair’s New Labour that accelerated with the Coalition government under David Cameron. Second the government policies designed to give parents far greater choice whilst also creating competition between schools. To this end, we will explore the two system changes that successive governments utilised to drive this culture of choice and competition starting with the high stakes accountability associated with examination results and then finally, reviewing my experience of the Ofsted process.
{"title":"REFLECTIONS ON THE CHALLENGES OF HEADSHIP","authors":"Stuart Mclaughlin","doi":"10.5750/tbje.v3i2.2096","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2096","url":null,"abstract":"I retired in April 2020 after 17 years as a Headteacher, serving four different schools across two local authorities. One thing that remained constant throughout this period was the privilege I felt being a school leader. I deliberately chose to work in challenging schools serving more deprived communities. I was driven by the belief that a high-quality education has the power to transform the life chances of young people, especially those from disadvantaged backgrounds.In this paper I reflect on my personal experience of government policy during this period and the impact it had on school leaders. In doing so, we will revisit two underpinning themes that featured throughout my headship career. The first was that education became part of the election battleground with each party developing their own ideas and thinking about the direction of education that, in turn, became policy for the successfully elected party. Successive Secretaries of State had their own view of what state education should look like. I have not always been convinced that all policy was based on educational theory and sometimes wonder if it derived from the minister’s own personal experience of education! Sir Kevan Collins describes this as the ‘Complacency of Certainty’ (2021) where ministers speak with authority on education without any substance or research to back it up. The impact this had on school leaders was to experience a see-saw effect as policies swung one way and then the other as governments and ministers changed. The second underpinning theme was the breakdown in trust between the government and the education profession. It is evident that this lack of trust in the system led to the growth of a command-and-control model whereby schools were compelled to follow government policy.To explore these themes, I will focus on three key areas of government policy that were intended to improve standards and reduce education inequality. First the rise of academisation under Tony Blair’s New Labour that accelerated with the Coalition government under David Cameron. Second the government policies designed to give parents far greater choice whilst also creating competition between schools. To this end, we will explore the two system changes that successive governments utilised to drive this culture of choice and competition starting with the high stakes accountability associated with examination results and then finally, reviewing my experience of the Ofsted process.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116741321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper complements the article elsewhere in the journal by Mick Waters. It traces the origins of the present focus within the UK on school leadership, outlines the importance of applying well-judged approaches to Appreciative Inquiry, Problem Solving and Ensuring Compliance to leadership practices in establishing organisational cultures and managing complex change and briefly suggests a re-setting of schooling purposes and aims for a new age in schooling better adjusted to our citizens’ present and future needs.
{"title":"HOW LEADERSHIP EMERGED AS AN ISSUE FOR SCHOOLS – AND SOME REFLECTIONS ON SCHOOL LEADERSHIP TODAY","authors":"T. Brighouse","doi":"10.5750/tbje.v3i2.2100","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2100","url":null,"abstract":"This paper complements the article elsewhere in the journal by Mick Waters. It traces the origins of the present focus within the UK on school leadership, outlines the importance of applying well-judged approaches to Appreciative Inquiry, Problem Solving and Ensuring Compliance to leadership practices in establishing organisational cultures and managing complex change and briefly suggests a re-setting of schooling purposes and aims for a new age in schooling better adjusted to our citizens’ present and future needs.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126154811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In January 2021 I published an article in the journal ‘Management in Education’ entitled ‘Whatever happened to educational management? The case for reinstatement’ (Craig, 2021) which challenged the dominant use of the word ‘leadership’ in education over the past 20 years at the expense of the word ‘management’, even when it was the latter issue that was being discussed. This article repeats much of what I said in my earlier article, but updates some or it, particularly the statistics on which it was based.In 2008, in the journal ‘Educational Management, Administration and Leadership’ (EMAL), one of the best known and most often referenced journals of its kind in the world, Professor Tony Bush (2008:272) commented that: ‘My review of papers in this journal in 1988 revealed only one mention of leadership, at the end of an overview paper by Tim Brighouse’.In the years that have followed, ‘leadership’ has become one of the most used terms to be found in school the literature, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ anywhere. In his article Bush suggested that this focus was given a particular boost by (the then) New Labour’s emphasis on schools having more responsibility for their own futures, a new focus on head teacher training, and in particular the establishment in 2000 of the National College for School Leadership (NCSL).
{"title":"SHOULD WE TALK MORE ABOUT MANAGEMENT?","authors":"Ian Craig","doi":"10.5750/tbje.v3i2.2098","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2098","url":null,"abstract":"In January 2021 I published an article in the journal ‘Management in Education’ entitled ‘Whatever happened to educational management? The case for reinstatement’ (Craig, 2021) which challenged the dominant use of the word ‘leadership’ in education over the past 20 years at the expense of the word ‘management’, even when it was the latter issue that was being discussed. This article repeats much of what I said in my earlier article, but updates some or it, particularly the statistics on which it was based.In 2008, in the journal ‘Educational Management, Administration and Leadership’ (EMAL), one of the best known and most often referenced journals of its kind in the world, Professor Tony Bush (2008:272) commented that: ‘My review of papers in this journal in 1988 revealed only one mention of leadership, at the end of an overview paper by Tim Brighouse’.In the years that have followed, ‘leadership’ has become one of the most used terms to be found in school the literature, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ anywhere. In his article Bush suggested that this focus was given a particular boost by (the then) New Labour’s emphasis on schools having more responsibility for their own futures, a new focus on head teacher training, and in particular the establishment in 2000 of the National College for School Leadership (NCSL).","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117190873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the wellbeing of school leaders and teachers in England who assessed a specific health risk during the Covid-19 pandemic in 2020. It explores how this cohort, guided to physically shield, was affected in attitudes towards work and the extent to which leadership behaviours supported a positive and perhaps ‘thriving’ physical return in a post-Covid-19 environment for effective schools and staff retention.Educational systems worldwide have become a high-stakes accountability landscape, with leaders questioning how they can lead with integrity. Staff wellbeing has moved up the agenda in England, forming part of England’s inspection framework, with one criterion being that staff consistently report high levels of support for wellbeing issues (Ofsted, 2019).Insufficient numbers of teachers, with an early exit of novices, is a particularly negative structural feature of the English school system (OECD 2017). A large scale quantitative study indicates that teacher retention is crucial to meet rising pupil numbers (Worth and van den Brande 2020). In the same study, unmanageable workloads and low job satisfaction are cited as significant factors determining teachers’ retention decisions and where teacher autonomy is strongly related to the extent to which teachers regard their workload as manageable (ibid).The study is as concerned with leadership capability as the wellbeing and retention of staff and decision-making driving processes. It is in the development of leaders faced with extraordinary stresses that researchers can understand where gaps lie in leadership development and organisational structure and culture and how these gaps might be strategically addressed. The empirical research on which the paper is based explores some facets for leading effectively in extraordinary circumstances. The paper presents findings on how external structural government directives have challenged schools in carrying out their instructions, amplifying inequality.
本文探讨了英格兰学校领导和教师的健康状况，他们在2020年Covid-19大流行期间评估了特定的健康风险。它探讨了这群人在身体上受到保护的指导下，对工作态度的影响，以及领导行为在多大程度上支持在covid -19后的环境中积极甚至“蓬勃发展”的身体回归，以有效地留住学校和员工。世界各地的教育体系已经成为一个高风险的问责体系，领导者们质疑他们如何才能做到诚信领导。在英格兰，员工福利已被提上议程，成为英格兰检查框架的一部分，其中一个标准是员工始终如一地报告对福利问题的高水平支持(Ofsted, 2019)。教师数量不足，新手过早退出，是英语学校系统的一个特别消极的结构特征(OECD 2017)。一项大规模的定量研究表明，留住教师对于满足不断增长的学生人数至关重要(Worth和van den Brande 2020)。在同一项研究中，难以管理的工作量和低工作满意度被认为是决定教师保留决策的重要因素，而教师自主权与教师认为其工作量可管理的程度密切相关(同上)。这项研究不仅关注领导能力，还关注员工的福利和留任，以及决策驱动过程。正是在面临巨大压力的领导者的发展中，研究人员才能了解领导力发展、组织结构和文化方面的差距，以及如何从战略上解决这些差距。本文所依据的实证研究探讨了在特殊情况下有效领导的一些方面。本文展示了政府外部结构性指令如何挑战学校执行指令、放大不平等的发现。
{"title":"VULNERABLE LEADERS AND TEACHERS IN ENGLISH SCHOOLS IN THE COVID-19 PANDEMIC: IMPLICATIONS FOR LEADERSHIP OF WELLBEING, RETENTION AND EQUITY","authors":"Domini Bingham","doi":"10.5750/tbje.v3i2.2101","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2101","url":null,"abstract":"This paper explores the wellbeing of school leaders and teachers in England who assessed a specific health risk during the Covid-19 pandemic in 2020. It explores how this cohort, guided to physically shield, was affected in attitudes towards work and the extent to which leadership behaviours supported a positive and perhaps ‘thriving’ physical return in a post-Covid-19 environment for effective schools and staff retention.Educational systems worldwide have become a high-stakes accountability landscape, with leaders questioning how they can lead with integrity. Staff wellbeing has moved up the agenda in England, forming part of England’s inspection framework, with one criterion being that staff consistently report high levels of support for wellbeing issues (Ofsted, 2019).Insufficient numbers of teachers, with an early exit of novices, is a particularly negative structural feature of the English school system (OECD 2017). A large scale quantitative study indicates that teacher retention is crucial to meet rising pupil numbers (Worth and van den Brande 2020). In the same study, unmanageable workloads and low job satisfaction are cited as significant factors determining teachers’ retention decisions and where teacher autonomy is strongly related to the extent to which teachers regard their workload as manageable (ibid).The study is as concerned with leadership capability as the wellbeing and retention of staff and decision-making driving processes. It is in the development of leaders faced with extraordinary stresses that researchers can understand where gaps lie in leadership development and organisational structure and culture and how these gaps might be strategically addressed. The empirical research on which the paper is based explores some facets for leading effectively in extraordinary circumstances. The paper presents findings on how external structural government directives have challenged schools in carrying out their instructions, amplifying inequality.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129378996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This edition of the Buckingham Journal is focussed on Leadership and Management. Whilst curating this edition I have been struck by the realisation that this edition could have been focussed on Change Management. All of the contributors to this edition of the Buckingham Journal are either reporting on or observing seismic changes in the way schools are organised, led and managed. Sometimes change is strategic and well-planned at other times change is chaotic and a response to a situation. I recall in the early 2000s whilst working in school senior leadership I said that I would vote for any party who promised to leave education alone for five years, that teachers would make any system however imperfect work. At the time we had revised OFSTED frameworks, SEAL, ECM, new vocational qualifications, Leadership Incentive Grant, new progress measures and Building Schools for the Future.
{"title":"THOSE WHO WOULD LEAD…","authors":"M. Deacon","doi":"10.5750/tbje.v3i2.2095","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2095","url":null,"abstract":"This edition of the Buckingham Journal is focussed on Leadership and Management. Whilst curating this edition I have been struck by the realisation that this edition could have been focussed on Change Management. All of the contributors to this edition of the Buckingham Journal are either reporting on or observing seismic changes in the way schools are organised, led and managed. Sometimes change is strategic and well-planned at other times change is chaotic and a response to a situation. I recall in the early 2000s whilst working in school senior leadership I said that I would vote for any party who promised to leave education alone for five years, that teachers would make any system however imperfect work. At the time we had revised OFSTED frameworks, SEAL, ECM, new vocational qualifications, Leadership Incentive Grant, new progress measures and Building Schools for the Future.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127890109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While leadership is usually a dispersed activity within schools, it is associated traditionally with headship. The role of headship has changed from a relatively benign first among equals to being the focus of accountability some way down the leadership pyramid in the English school system. This paper explores the challenges for head teachers at present and the styles of leadership that have evolved. It also proposes a way in which leadership of schooling can be rooted once more in the development and improvement of teaching and learning.The reference background for the paper comes from academic research, some of which provided the basis for ‘About Our Schools: Improving on Previous Best’1, as well as pragmatic research due to a regular presence in classrooms and schools.The article is intended to dovetail with the parallel piece in this journal by Tim Brighouse.
{"title":"LEADING FOR EXPERTISE AS WELL AS EFFICIENCY","authors":"M. Waters","doi":"10.5750/tbje.v3i2.2099","DOIUrl":"https://doi.org/10.5750/tbje.v3i2.2099","url":null,"abstract":"While leadership is usually a dispersed activity within schools, it is associated traditionally with headship. The role of headship has changed from a relatively benign first among equals to being the focus of accountability some way down the leadership pyramid in the English school system. This paper explores the challenges for head teachers at present and the styles of leadership that have evolved. It also proposes a way in which leadership of schooling can be rooted once more in the development and improvement of teaching and learning.The reference background for the paper comes from academic research, some of which provided the basis for ‘About Our Schools: Improving on Previous Best’1, as well as pragmatic research due to a regular presence in classrooms and schools.The article is intended to dovetail with the parallel piece in this journal by Tim Brighouse.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"309 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115857976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The education of new teachers in the UK is in the midst of a massive upheaval. Since the DfE Market Review in 2021, teacher educators have had to evaluate their intended provision and, in line with guidelines (DfE, 2021), have had to submit their plans for reaccreditation. This process has been the cause of huge disruption amongst school-based and university-based providers. This paper will argue that the role of the university-based teacher educator, as understood in the UK, is endangered and could disappear. This will be done by examining these five ideas. Firstly, by reviewing the evolution of teacher educators and their professional identity (Davey, 2013). Secondly, by considering the contrasting perceptions of teacher education in different countries compared to the UK (Gunn, et.al, 2016, Høydalsvik, 2019). For example, the professional development of teacher educators appears to have a higher priority in some countries. I will look at how these differences reflect the radical re-evaluations of the teacher role itself and will take into account that the UK route to teacher educator roles is predominantly via the practitioner route (Murray & Male, 2005). Thirdly, I will suggest that the on-going divide between educational research and practice in the UK is a contributing factor to the disappearing role of the university-based teacher educator. Fourthly, I will briefly consider whether the perceptions of the role are being challenged by the focus on teacher training rather than education and the apparent lack of interest in an academic route for teacher education. Finally, I will argue that the teacher educators’ role can be recovered through ensuring their work is values-based and by a re-evaluation of their professional leadership identity, both external and internal (Ibarra, 2016). Rather than disappearing, the teacher educator needs to straddle the divide, through their leadership example.
{"title":"The Disappearing Identity of the Teacher Educator?","authors":"B. Kelly","doi":"10.5750/tbje.v3i1.2058","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2058","url":null,"abstract":"The education of new teachers in the UK is in the midst of a massive upheaval. Since the DfE Market Review in 2021, teacher educators have had to evaluate their intended provision and, in line with guidelines (DfE, 2021), have had to submit their plans for reaccreditation. This process has been the cause of huge disruption amongst school-based and university-based providers. This paper will argue that the role of the university-based teacher educator, as understood in the UK, is endangered and could disappear. This will be done by examining these five ideas. Firstly, by reviewing the evolution of teacher educators and their professional identity (Davey, 2013). Secondly, by considering the contrasting perceptions of teacher education in different countries compared to the UK (Gunn, et.al, 2016, Høydalsvik, 2019). For example, the professional development of teacher educators appears to have a higher priority in some countries. I will look at how these differences reflect the radical re-evaluations of the teacher role itself and will take into account that the UK route to teacher educator roles is predominantly via the practitioner route (Murray & Male, 2005). Thirdly, I will suggest that the on-going divide between educational research and practice in the UK is a contributing factor to the disappearing role of the university-based teacher educator. Fourthly, I will briefly consider whether the perceptions of the role are being challenged by the focus on teacher training rather than education and the apparent lack of interest in an academic route for teacher education. Finally, I will argue that the teacher educators’ role can be recovered through ensuring their work is values-based and by a re-evaluation of their professional leadership identity, both external and internal (Ibarra, 2016). Rather than disappearing, the teacher educator needs to straddle the divide, through their leadership example.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114909220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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