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Critical and Contextual Studies (CCS) modules offer students the opportunity to learn about their discipline’s historical and contemporary practice, so they are able to position their own practice within this context. Typically, students learn about historical and contemporary concepts and practices when reading academic texts written by specialist authors in the field. This approach to knowledge has its own benefits, yet, this chapter suggests an alternative method of delivery for this type of information: a learning activity using pre-recorded presentations by key speakers.

Students at York St John collaborated on a successful application to York Civic Trust for a blue plaque for the founding Chair of the British Association for Applied Linguistics, as part of an assessed project on the MA TESOL at York St John University.

Evidence-informed teaching has been a focus for the UK government since 2014 and whilst there is a suggestion that engagement with research to inform practice can enhance the quality of teaching, access to high quality research is a challenge for school-based practitioners. Successful schools make research more accessible to staff by building research resource banks and by collaborating with universities. Whilst stronger schools also support teaching staff to become more independent in their engagement with research, there can be a tension between access to research and the judgement of its quality. Furthermore, teacher workload has been highlighted as a concern across the education sector and this includes that of trainees engaged in initial teacher education. Lesson planning has been identified as something that can be burdensome for trainees and the expectation that they develop individual lesson plans should be reviewed to help address workload issues.

In this paper we introduce a novel method—generative critical conversation (GCC)—which we propose can develop educator and researcher reflexivity and enhance criticality in enterprise and entrepreneurship education (EEE). We ground this method in literature from the field of educational research and reflexivity scholarship. We hybridize three methodological elements—the self-study strategy of reflecting on recorded material; exploring lived experiences through cogenerative dialogue, and a focus on critical questioning—to facilitate the development of educator-researcher reflexivity. We use illustrations from our own conversations to show how GCC opens up space over time to access and move between levels of reflexive interpretation. We suggest enabling conditions that support GCC and its potential as a method for developing educator-researcher reflexivity across EEE, initial teacher education, and other fields of research.

This paper draws on the reflective evaluations of four experienced academic practitioners who each have roles in leading or contributing to Fellowship Schemes in a UK context (United Kingdom Professional Standards Framework, 2011) and are all Advance HE accreditors. The focus for the evaluation was the use of a dialogic approach within their respective Fellowship Schemes. The aim of the project was to better understand the conditions in which dialogues can thrive, and to surface the challenges. A collective autoethnographic method was decided upon to frame the evaluative process. Four one-hour online meetings were scheduled over a period of six weeks. The data were transcribed and analysed using a mind-map process and resulted in the emergence of a metaphor – that of a canoe trip in which five phases were identified: designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash. These five phases are overviewed here with the intention of provoking discussion in the academic practice community, drawing into conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessments which culminate in a summative judgement. It adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning.

By the Academic Year of 2006-2007, new curriculum has been begun to be applied in the Faculties of Education. When it is evaluated in terms of Turkish Language Teacher Training Departments, it is seen that the most attractive changes are the abolition of Side Branch application, the increase in the number of the courses which will contribute to teacher candidates’ profession and the enrichment in the content. In the curriculum are 5 elective courses beside necessary ones. The aim of this study is to determine what and how much effects the Turkish Language Teacher Candidates as they decide on the courses mentioned above. In the study, based on scanning method, of which subject is consists of 2nd, 3rd and 4th year students from Turkish Language Teacher Training Department, The Faculty of Education of Nigde University Likert-type Scale with four grades which was improved by Tezcan and Gumus (2008) has been used as data collection tool. According to the finding acquired from the study the factors effecting Turkish Language Teacher Candidates’ preferences about elective courses have been determined and ideas which are going to contribute to determination of elective courses and effective process of them have been suggested., Eğitim fakültelerinde 2006-2007 eğitim-öğretim yılından itibaren yeni lisans programları uygulanmaya başlamıştır. Türkçe eğitimi bölümleri açısından bakıldığında mevcut programdaki en önemli değişiklik yan alan uygulamasının kaldırılması, öğretmen adaylarının mesleklerine katkı sağlayacak derslerin sayıca artırılması ve içeriklerinin zenginleştirilmesidir. Programda zorunlu derslerin yanı sıra beş tane seçmeli ders bulunmaktadır. Bu çalışmanın amacı, Türkçe öğretmeni adaylarının söz konusu dersleri seçerken nelerden, ne kadar etkilendiğini belirlemektir. Niğde Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü 2, 3 ve 4. sınıf öğrencilerinin çalışma grubunu oluşturduğu tarama yöntemine dayalı bu araştırmada veri toplama aracı olarak Tezcan ve Gümüş (2008) tarafından geliştirilen dört dereceli Likert tipi ölçek kullanılmıştır. Çalışmada elde edilen bulgulara göre Türkçe öğretmeni adaylarının seçmeli ders tercihlerinde etkili olan etmenler tespit edilmiş, buna bağlı olarak seçmeli derslerin belirlenmesine ve daha etkin olarak işlenmesine katkı sağlayacak öneriler sunulmuştur.

This research aims to determine teachers' influence in the use of Information and Communication Technologies (ICT) at schools. Various variables are examined such as years of experience, gender, the duration of computer and Internet use, and to determine the attitude, level of knowledge on and the frequency of ICT use among teachers. The study was conducted with 1540 primary school teachers using Knowledge, Use and Attitude Scales of ICT. The results show that the most commonly used and well-known ICT types among teachers are the Internet, e-mail and word processing, and teachers' attitudes towards computers and the Internet are generally positive. It was also found that their attitudes vary with their years of experience and levels of knowledge.

The aim of this study is to identify the perceptions of special education department staff about people employed as special education teachers. In this study, the effects of employment policies upon quality of special education and special education are discussed. In this regard, during the present study, the qualitative data were collected through semi -structured interviews held with academicians (n=24) of special education department in the spring of 2007-2008 academic year on the basis of the interview questions developed by the researcher. Participants pointed out that special education teacher should be the graduates of special education departments, classroom teachers should support special education teachers., Giriş: Cumhuriyetin kuruluşundan itibaren her alanda olduğu gibi özel eğitim alanında da öğretmen ihtiyacı farklı şekillerde karşılanmaya çalışılmıştır. Bu talebin özel eğitim öğretmenliğinin mezunlarından karşılanamaması ve farklı yollarla öğretmen talebinin karşılanması "özel eğitim öğretmeni kimdir?" Sorusunu gündeme getirmektedir. Miller ve Porter (1999) özel eğitim öğretmenini özel eğitime muhtaç çocuklarla doğrudan ya da dolaylı olarak çalışan kişiler, özel eğitime muhtaçlarla ilişkilerinde bilgi, beceri ve anlama düzeyinde diğer öğretmenlerden daha farklı bir rol üstlenebilenlerdir" diyerek cevaplamaktadırlar. Amerika'da İş İstatistikleri bürosunun (2009) özel eğitim öğretmeni tanımı "özel eğitim öğretmeni çeşitli engelleri olan gençlerle ve çocuklarla çalışan kişidir" şeklindedir. Bu tanım ülkeden ülkeye hatta kurumdan kuruma göre değişiklik göstermesine rağmen özel eğitimin amaçları doğrultusunda bu alanda çalışacak kişinin başka bir ifade ile özel eğitim öğretmeninin bu alanda eğitim alması ve bu alanda çalışmayı sürdürmesi gerekmektedir. Ancak uygulamalara bakıldığında alanda istihdam edilenlerin bir bölümünün özel eğitim öğretmenliklerinden mezun olmadıkları görülmektedir. Farklı alanlardan mezun olup özel eğitim öğretmeni olarak istihdam edilen bu öğretmenlerin pek çok sorunla karşı karşıya kaldıkları da görülmektedir.Bu nedenle bu çalışmanın amacı "Özel eğitim bölümü öğretim elemanlarının özel eğitim öğretmeni olarak istihdam edilenlere ilişkin görüşlerinin" belirlenmesidir. Araştırmacı tarafından çalışmanın amacı doğrultusunda hazırlanan ve geliştirilen yarı yapılandırılmış görüşme formunda yer alan aşağıdaki 8 soru özel eğitim bölümü öğretim elemanlarına sorulmuştur.1. Özel eğitim bölümünden mezun olan öğrenciler için istihdam alanları nelerdir?2. Özel eğitim bölümünden mezun olan öğrencilerin istihdam oranları nelerdir?3. Sizce kimler özel eğitim öğretmeni olmalıdır? Neden?4. MEB'lığının özel eğitim öğretmeni atama konusunda izlediği politikalara ilişkin görüşleriniz nelerdir? (-Alan dışı öğretmen atama; - Hizmet içi eğitim yoluyla atama; - Alan öğretmeni)5. Özel eğitim öğretmeni olarak başka branşlardan mezun olanlarında atanması konusunda ki görüşleriniz nelerdir?6. Hizmetiçi eğitim kursları ile özel eğitim öğretmeni olmanın sizce olumlu ve sakıncalı yanları nelerdir?7. Sizce mezunlarınız yeterli derecede alan ve uygulama bilgisine sahipler mi? Eğer değilllerse eksiklikler nelerdir? Bu eksiklikleri gidermek için neler yapılmalıdır?8. Özel eğitim öğretmenlerinin de Kamu Personeli Seçme Sınavı (KPSS) ile atanması konusunda düşünceleriniz nelerdir?Yöntem: Toplam 10 üniversitede (Abant İzzet Baysal Üniversitesi, Anadolu Üniversitesi, Ankara Üniversitesi, Erciyes Üniversitesi, Gazi Üniversitesi, Karadeniz Teknik Üniversitesi, Marmara Üniversitesi, 19 Mayıs Üniversitesi, Sakarya Üniversitesi ve Selçuk Üniversitesi) özel eğitim bölümü aktif olarak bulunmaktadır. Üniversitelerin bazılarında sadece bölüm başkanı olarak birer öğretim üyesinin bulunması ya da sadece öğretim görevlisi ve araştırma görevlisi kadrosu dolu olan üniversiteler çalışmanın dışında bırakılmıştır. Bu araştırmanın doctor, 8 % (n= 2); lecturer, 8 (n= 2)%; research assistant doctor 4 % (n= 1); and research assistant, 40 % (n= 10). genel evrenini Üniversitelerde görev yapan özel eğitim bölümü öğretim elemanları (n=96) oluşturmaktadır. Bu araştırma sırasında araştırma ile ilgili nitel veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış bir görüşme aracı kullanılarak 2007-2008 öğretim yılı bahar döneminde Üniversitelerin Özel Eğitim Bölümünde görev yapan öğretim elemanları (n=25) ile yapılan görüşmelerle toplanmıştır. Araştırmaya katılan öğretim üyelerinin (n= 25) %64'ü (n=16) bayan öğretim üyeleri, % 36'sı (n=8) erkek öğretim üyeleri oluşturmaktadır. Araştırmaya katılan öğretim üyelerinin % 8'i profesör doktor, % 8'i doçent doktor, % 24'ü yardımcı doçent doktor, % 8'i öğretim görevlisi doktor, % 8'i öğretim görevlisi, % 43'ü doktor araştırma görevlisi, % 40'ı araştırma görevlisidir. Sonuçlar ve Öneriler:Bu araştırmadan elde edilen sonuçlardan bazıları şunlardır: Katılımcıların hepsi kimler özel eğitim öğretmeni olmalıdır sorusuna özel eğitim mezunları özel eğitim öğretmeni olmalıdır diye cevaplamışlardır. Bunun nedenlerini de söyle sıralamışlardır: bir eğitim sonucunda yapılacak bir meslek olması, eğitim programları bu alanda çalışmak üzere düzenlenmiş olması, yapılan işin özveri, istek ve sabır gerektirmesi, uzmanlık gerektirmesi gibi.Katılımcıların tamamı MEB'nın atama politikalarını uygun bulmadıklarını belirtmiş ancak yapılacak bir şeyin olmadığını da vurgulamışlardır. Diğer yandan bu durumun alanda çalışanları, öğrencileri ve aileleri etkileyeceği gibi yeni mezun olacaklarında istihdam sıkıntısı çekeceğini düşündürmektedir. Ayrıca bir süre sonra alanda çalışanların niteliği ile ilgili sıkıntılarda yaşanabilir diye düşünülmektedir. Bu uygulamanın özel gereksinimli çocuk ve ailelerin zarar görmesine neden olabileceğini düşünmektedirler.Katılımcılar hizmet içi eğitim kursları ile özel eğitim öğretmeni olmanın olumlu yanlarından biri olarak özel eğitimin tanımının öğretilmesi, diğeri ise mevcut öğretmen açığının bir şekilde kapatmasıdır şeklinde görüş bildirmişlerdir. Sakıncalı yanları ise hizmet içi eğitimlerin sürelerinin özel eğitim öğretmeni olarak yetişmeleri için yeterli olmaması, özel eğitime muhtaç çocukları tanımadıkları için nasıl davranacaklarını, nasıl eğitim vereceklerini bilememeleri söylenebilir. Katılımcılar yetiştirdikleri özel eğitim öğretmenlerinin teorik olarak yeterli olduğunu ancak uygulamada eksikliklerinin olabileceğini ifade etmişlerdir. Bunun yanında özel eğitim alanında alt dallarınında olması alan bilgilerinin bazı noktalarda eksik olmasına neden olduğunu da vurgulamaktadır. Ayrıca katılımcılar KPSS sınavının içeriğinin programla uyumlu olmaması nedeniyle uygun bulmuyorlar.Genel olarak bakıldığında katılımcılar özel eğitim öğretmenliğine en uygun adayların yine özel eğitim bölümlerinden mezun olanların olduğu sonucuna ulaşmaktadırlar. Ayrıca bu bölümlerden de mezun olanların eksikliklerinin olabileceğini ama bu eksikliklerin hizmet içi eğitimlerle karşılanabileceği düşünülmektedir. Ancak bu çalışma da katılımcıların hiç bir şekilde sınıf öğretmenlerinin ya da başka alanlardan mezun olanların bu alanda öğretmenlik yapmasını uygun bulmadıkları sonucuna ulaşılmıştır. Bu araştırmanın sonuçları ışığında ve literatür dikkate alındığında özel eğitim bölümlerinden mezun olmayanların özel eğitim öğretmeni olarak atanması uygun gözükmemektedir. Ancak sınıf öğretmenleri ile koordineli çalışması da öğretimsel ve mesleki tecrübeler açısından gerekliliktir (Bouck, 2007).Bu bulgular ışığında aşağıdaki öneriler geliştirilebilinir:1. Özel eğitim öğretmenleri mutlaka alandan yetiştirilmelidir.2. Özel eğitim öğretmenleri hizmetleri süresince belli aralıklarla hizmet içi eğitime tabi tutulmalıdır.3. Sınıf öğretmenlerine böyle formasyon yüklenecekse lisans eğitim programları yeniden düzenlenerek yan alan çalışmaları yapılmalıdır.

This seminar will explore our paper on the Banality of Education Policy, which draws on the work of Hannah Arendt (1963), Elizabeth Minnich (2017) and Simona Forti (2014) to problematise the increasing use of zero tolerance behaviour policies in schools as part of a neoliberal education regime. \ud We explore the empirical and conceptual background of our paper, then examine the use of ‘Zero tolerance’ and ‘isolation’ as banal education policy. We conclude with the implications for our future research project "Understanding and undoing the neoliberal-neoconservative nexus in education".

Action research is a methodology in which a professional improves or develops practice in a cyclical way, by planning the next step of action as a result of analysis of the previous action or development. It therefore involves reflective practice. It is distinct from other forms of research in that the professional looks at his or her own practice, and develops an aspect of it, rather than producing new knowledge, and is thus ideally suited to the classroom practitioner, whether at primary, secondary, FE or HE phases. This workshop will describe the mechanics of action research and consider types of evidence that might be collected to demonstrate impact. Through the workshop, participants will discuss and plan a piece of action research that they can carry out.

The formation of teachers’ professional knowledge has been discussed in relation to a wide variety of often interlinking and at times opposing influences. Ethnographic research adds to this discourse studies of knowledge as relationally formed within the cultures, societies and physical worlds of different collectives. Set within 3 months of ethnographic study of knowledge formation within one English primary school, this paper explores the role of intertextual hierarchies during a period of change to teachers’ professional knowledge for the teaching of primary mathematics. Intertextual hierarchies are defined here as an interrelated network of texts and people: texts used and created collaboratively by teachers, leaders and policy makers during the knowledge change process. Drawing on actor-network theory and literacy studies, the act of changing a knowledge base through using and creating a series of texts is explored. I highlight how intertextual hierarchies can carry knowledge from policy into practice, whilst also describing the localisation of knowledge which occurs in the socio-material use and creation of each text. Data reported on draws primarily on fieldwork notes and document analysis, enhanced by semi-structured interviews with 3 of the 12 research participants.

The event was a celebration of how schools across the UK were using industry skills (Autodesk Maya) to create 3D computer animations. It is challenging how younger people given the opportunity to learn skills at an earlier age.

An actor-network theory analysis of actors influencing the formation of teacher professionalism. Over time, views on the role of the teacher have changed dramatically. Views of teaching as a vocation along with other ‘caring’ roles such as nursing (Menter 2009; Inglis 1989; Sockett 1993) altered in the post-war political drive towards ‘professionalising’ the role (Ball 2008; Oancea 2014; Gitlin & Labaree 1996). In the following decades of increasing prescriptions of teacher training requirements, of curricula, of pedagogy and assessment, opinions in the literature and policy began to divide as to the status of teaching as a vocation/profession/semi-profession (Carr 2000). These professionalising efforts have been viewed as ‘deprofessionalising’ (Hargreaves & Goodson 1996) in terms of a reduction in professional agency (Buchanan 2015; Ball 2015; Black 2009) and as overly focused on marketisation (Ball 2003; Ball 2016) and accountability (Ball 2008; Buchanan 2015; Taylor Webb 2005; Kogan 1989). A resulting dichotomy emerged in the field between prescribed practice and teacher beliefs, with detrimental effects highlighted regarding teachers’ professional identity development and morale (Day & Sachs 2004; Sachs 2001; Biesta 2007; Little 1990). \ud \ud Out of this history arose a debate around the nature of teachers’ professionalism, with diverse studies seeking to define the term: bureau professionalism (Reeves 2007); activist models (Sachs 2000); restricted and extended professionalism (Hoyle 1982); to name but a few. Each definition carries variations according to central defining factors and combinations of policy-led and practitioner-led views. \ud \ud Disparities in definitions can also be found in national policy, with many western countries seeing several versions of ‘standards’ or ‘competencies’ documents, which themselves vary to the teaching standards/competencies documents of other countries (Ministry of Education 2009; MCEECDYA 2011; DfE 2011). The influence of such ‘standardising’ documents is questionable: although there is some evidence to suggest that standards documents influence the shaping of curricula and professional training programmes (Ceulemans et al. 2012), there is little evidence to support that these have any standardising impact on practice (Tummons 2016), perhaps due to variations within human interpretation and translation of written documents (Tummons 2014). Teacher professionalism thus remains a concept without a universally agreed definition and as such, problematic. \ud \ud From within this uncertainty can be seen the complexity and fluidity of teacher professionalism – an ever-changing term, linked to the political climate, to national priorities as well as to context (Livingston 2016; Flores & Day 2006; Evans 2008). This complexity, as well as the recognition of the importance to professionalism of teachers’ beliefs and professional identity development (Beijaard 1995; Biesta 2009; Pajares 1992), has led to arguments for more contextualised views of the term (Talbert & McLaughlin 1996; Ball & Goodson 1985; Clandinin & Connelly 1996), viewing the enactment and espousement of teacher professionalism from the inside out. \ud \ud Viewed as a situated construct, teacher professionalism can be seen as fluid, dynamic (Jones et al. 2008), forming and reforming according to the influencing factors. These factors may be both human and non-human (policies, environment, proforma, etc) and threaded over time and space through layers of context (economy, politics, policy, community, immediate environment). Rather than attempting another overarching definition of teacher professionalism to add to the debate, this study sets out from within the complexity of the term as situated in time and space, to bring to light the interactions and power structures of human and non-human actors whose workings have created a temporarily stabilised understanding of teacher professionalism in one institution. \ud \ud Using ethnographic methodology and an actor-network theory (ANT) approach, the aim is to lay bare the assemblage (Law 1994) of an iteration of teacher professionalism – the influencing factors which make up its perception and enactment – and trace how these came to bear such influence.

'Not all students have the same ideas as their teachers about what they are meant to be doing in the classroom' (Wiliam, 2011:52). Often, what is wanted is not made clear, and this puts some students at an advantage becasue they already 'know'. Unchecked, access to the same education becomes diminished, leading to inequities. At these times, one thing we can do is help the student develop a 'nose for quality' (Claxton, 1995) and this practical workshop is designed to firstly, understand what the assessment descriptors mean in practice when applied to students' own work and secondly, to be able to give and receive feedback that will help move learning on in a 'can-do' way.\ud This workshop subsequently focuses on the role of feedback as a mediator of pesonal self-efficacy and proposes that increasing the deployment of regulation and process feedback builds the self-efficacy of students to foster an 'I can' attitude for agentic action. Through a practical approach, participants will be encouraged to flex thier feedback into these forms, and consider highlighting prompt-type feedback as 'next steps for action' on the part of students (or peer/self-assessment on the part of students), encouraging them to take these steps themselves. Aimed at both students and academics, this should position them to act upon the feedback they receive (or give), so that students move from obtaining executive help (seeking answers; Hattie and Timperley, 2007) to instrumental help (seeking hints on how to work something out).

During this workshop, we will consider the different aspects comprising key features of the Ofsted School Inspection Framework standards for 'good' and 'outstanding'. Through reflection on the current practice of individuals and science teaching team, you will audit your provision to help agree a model for future action in your institution.

This paper explores teachers’ professional knowledge and action as constructions resulting from complex socio-material interactions. Taking an actor-network theory approach to the analysis of data constructed through observations and semi-structured interviews conducted in a primary school in the north of England, this paper foregrounds the interplay of human and non-human actors in tracing the actors involved in ‘performing into being’ (Latour 2005) professional knowledge and action. Situated within a wider study of the formation of teacher professionalism, this paper explores the influence of texts used and created by practitioners on the formation of professional knowledge and action. Drawing on theories of literacy as social practice (Barton, 2017), the interactions between teachers and networks of texts are presented as shaping collaborative negotiations of professional knowledge. The power of these text-teacher networks as part of this inter-relational formation of professional knowledge and action is traced through ethnographic observations of moments of the creation of new texts, highlighting inter-textual hierarchies and the translation of policy/theory into context-based professional knowledge and practice. Emerging from this perspective is an argument for greater consideration, both in terms of political as well as theoretical contexts, of the mediating role of texts within the formation of teacher professionalism. Scripted definitions of teachers professionalism are problematised and it is posited that professionalism is instead best understood and developed from a view centred within its socio-material formation. \ud \ud \ud \ud Barton, D., 2017. Literacy: An introduction to the ecology of written language, John Wiley & Sons. \ud Latour, B., 2005. Reassembling the social: An introduction to actor-network-theory, Oxford university press.

In the wake of the neoliberalisation of education, which has seen growing and relentless demands for performative data, along with detailed curricular and pedagogical prescriptions, concerns have been raised about the survival of teacher agency (Priestley, Biesta, & Robinson, 2015; Ríos, 2018). Such concerns raise questions of what we understand by agency. Conceptions of agency have been critiqued for viewing it in dualistic terms, as for instance in notions of structure versus agency (Archer, 2000, 2003), and for reducing it to notions of resistance, as if this was the only possible modality of agentic behaviour (Mahmood, 2005). In this paper, drawing on recent work in Lacanian psychoanalytic theory (Bunn, Langer, & Fellows, 2021; Clarke, 2019), and on empirical data from interviews with teachers, we offer a ‘quaternary’ model of teacher agency in which four agentic modes are mapped onto Lacan’s four discourses. Through this model, we explore the discourses of teachers as they talk about their practices. We posit that teacher agency exists and is shaped within the relational and discursive positioning of teachers vis-a-vis the complex web of interrelated actants that surround their professional practices. From a Lacanian perspective of discourse as a social link, we explore the shifting position – and hence role – of the constitutive-generative lack that functions as the paradoxical object-cause of teachers’ desires around their practices (Bunn, Langer & Fellows, 2022). The model we explore opens up possibilities for teacher education to be understood as a site of ceaseless ‘becoming’, in that relational positioning within each discourse reveals how teacher agency is able to be exercised, highlighting potential limitations and affordances that come to constitute professional identities and practices. We thus offer a perspective of teacher agency which affords potential to teacher educators to interrupt dualistic or resistance-based understandings of agency and move forwards with a deeper understanding of how it is discursively enabled and/or constrained. \ud \ud \ud \ud \ud \ud References \ud \ud Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press. \ud \ud Archer, M. (2003). Structure, agency and the internal conversation. Cambridge: Cambridge University Press. \ud \ud Bunn, G., Langer, S., & Fellows, N. (2022). Towards a model of student subjectivity in the \ud \ud marketized university. Frontiers in Psychology, 12, 1-32. \ud \ud Clarke, M. (2019). Lacan and education policy: The other side of education. London: Bloomsbury. \ud \ud Mahmood, S. (2005). Politics of piety: The Islamic revival and the feminist subject. Princeton, NJ: Princeton University Press. \ud \ud Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury. \ud \ud Ríos, R. (2018). Teacher agency for equity: A framework for conscientious engagement. New York: Routledge.

The purpose of this thesis is to illuminate the relationship between creativity and performativity in English primary schools and Initial Teacher Education (ITE). It focusses on exploring the views and experiences of student and early career teachers and ITE leaders, as they negotiate the tensions between creativity and performativity in schools and in ITE itself.\ud \ud In the climate of substantial, complex changes in education policy (Espinoza 2015) and an increasing focus on performative accountabilities, creativity has, arguably, lost its essence (Mould 2018). The growth of neoliberalism, now widely regarded as the dominant ideology (Moore 2018), has led to an education system, where managerial approaches of surveillance and targets are commonplace. Schools and ITE departments are judged, rewarded and sanctioned based on inspections and pupil and student teacher outcome data. They have seen a shift towards the logic of performativity (Flint and Peim 2012), which lies in the neoliberal logic of competition between schools (Clarke and Moore 2013). This logic has become a normative force (Locke 2013), potentially suppressing teachers’ freedoms to practice creatively.\ud \ud The thesis builds a theoretical framework around three key thinkers. Firstly, Bourdieu and the notion of habitus. Secondly, Foucault and his ideas around power and self-formation. Thirdly Lacan’s psychoanalytical perspectives, including the concept of ‘lack’. From Lacan, Ruti develops the idea of ‘lack’, in the context of creativity and agency.\ud \ud Using a case study approach and interviews, the findings provide evidence to suggest that meaningful and authentic creativity for emerging qualified teachers, lies in the development of a robust creative agency, that allows them to resist performative pressures, developing ways of teaching that have meaning for them; the ‘art of living’ (Ruti 2009).\ud \ud The thesis concludes by proposing a model for ITE, that will help student teachers to develop the ‘the art of living’ into ‘the art of teaching’.

Outstanding is a contested term, viewed through the various lenses of Ofsted, teachers, students and researchers. The UK has a world-acknowledged tradition of educational research, often leading global education. But much of it rarely filters down into actual teaching and can be fashionable, political and contradictory. This workshop will engage with the evidence-base of ‘what works’ to learn what the ‘literature’ says is outstanding and participants will reflect on the implications this will have for their own classroom practice, and make targets for future action.