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Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators' priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators' professional development lies in their practice situated and positioned within global, regional, national and local policy contexts. [ABSTRACT FROM AUTHOR]

This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an international human rights agenda on the one hand and global recession, financial cutbacks, and a moral panic about crime on the other. The European Commission has highlighted a number of challenges facing prison education in Europe including over-crowded institutions, increasing diversity in prison populations, the need to keep pace with pedagogical changes in mainstream education and the adoption of new technologies for learning. These are challenges confronting all policy makers involved in prison education in England and Wales in a policy context that is messy, contradictory and fiercely contested. The article argues that this policy context, exacerbated by socio-economic discourses around neo-liberalism, is leading to a race-to-the-bottom in the standards of educational provision for prisoners in England and Wales. [ABSTRACT FROM PUBLISHER]

At a time when ‘trust’ is argued by many to be on the wane within post-industrial societies this article examines a case study of pupil voice brought about through collaboration between a secondary school (for pupils aged 11−16) and a university located in a large conurbation in southern England. Building on data from focus groups and individual interviews with pupils and teachers, the author suggests that for pupil voice to be truly effective and transformative, policy-makers, academics and practitioners need to move away from the ‘synthetic trust’ that typifies many pupil voice initiatives to one where authentic trust forms the cornerstone of all professional relationships in schools. [ABSTRACT FROM AUTHOR]

Within the context of globalisation, this article problematises some of the literature on teachers’ professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of identity, deployed for this research, relating these to high- and low-trust forms of trust and accountability in teaching. Aspects of similarity and difference between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts. [ABSTRACT FROM AUTHOR]

This article reports on a recent study of teacher educators in England which aimed to explore teacher educators' constructions of their own identities in the academic communities within two university schools of education. Findings show that teacher educators constructed repertoires of identities for themselves, deploying these to achieve credibility and recognition or to reflect personal change, depending on the particular context and 'audience'. Many saw their foundational identity as once-a-school teacher, but entry into the university often triggered changes and the (re)construction of identity around practice as a teacher educator and research engagement. Findings also showed a diversity of identity constructions and resistances around the idea of research engagement and having an identity as an academic. These findings are discussed in relation to the rapidly changing and contested field of teacher education at the beginning of the second decade of the twenty-first century. [ABSTRACT FROM AUTHOR]

This chapter is concerned with some of value positions and perspectives that London-based newly qualified teachers have identified as central to their professional identity. Interviews were carried out between 2001 and 2003 with nine London-based teachers from the end of their training into the first two years of their employment. The data is part of wider cross-national research carried out for a PhD thesis that was based on a grounded analysis of interview data with teachers working in cities in Norway, Germany and England as they moved through the process of becoming teachers from the end of their teacher training courses into the first two years as qualified teachers. The chapter shows how the professional values of newly qualified teachers are mediated in different ways through the situatedness of key values surrounding becoming a teacher in London. After clarifying what is meant by 'values' the chapter briefly describes the London context in which teachers and pupils are socialised. It then examines what Veenman has termed the 'transition shock' experienced by teachers as they move from training to employment. Extracts from the interview data are presented and discussed highlighting the role that critical incidents play in the authoritarianism that many believe is an essential (yet in some cases regrettable) aspect of becoming a teacher in London. [ABSTRACT FROM AUTHOR]

The article discusses a study on the values of early career teachers being positioned in Norway, Germany and England. The research questions were related to the values held by becoming teachers in relation to their proposed occupation, similarities and differences in values of the teachers among the three national settings and the role played by national pedagogic traditions, national policy contexts and institutional settings in the changing values of newly-qualified teachers. It was based on the theory and methods related to globalization and followed a layered approach of study focusing on both macro and micro phenomena. The study concluded that all the three nations had different cultural traditions and were subject to the forces of economic globalization.