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In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49). [ABSTRACT FROM AUTHOR]

This arts-based research considers creativity in the professional lives of English teachers in a school in England within the context of a progressively performative education system. In addition, it explores how found poetry can represent participants' voices in an illuminating and authentic manner. The teachers who participated in the study were able to scrutinise, reflect and comment upon the content of poems created from the words found in an initial interview transcript. This recursive process supports a credible way of seeing and knowing the teachers' voices in a representation that gives a deeper understanding of the participants' creative experiences. The construction, interrogation, and presentation of the found poems reveal that the teachers of English believe they have reduced freedom to be creative or to act with agency in their professional lives. The reduced freedom to be creative stems from the normalising practices of working within a culture of performance. The restrictions are both tangible and self-imposed by the participants. [ABSTRACT FROM AUTHOR]

The article presents abstracts on mathematics education topics which include Bangladeshi rural secondary school children's attitudes towards mathematics, the role of pauses in developing student explanations in mathematics lessons, and lesson study in initial teacher education.