Education In England Research Articles

‘Operations and cooperations’: John Thelwall, George Birkbeck, and the Movement for Public Education in Britain

Drawn from new research towards the first full biography of the radical Romantic polymath John Thelwall, this article explores his ‘operations and cooperations’ with his friend George Birkbeck, leading up to the founding of the London Mechanics’ Institution, Birkbeck College, and the University of London. Manifesting his lifelong preoccupation with democratic education, Thelwall’s heretofore unknown contribution is rooted in the extensive, transnational lectures and educational institutions, both political and elocutionary, that he delivered and operated for mechanics (defined in relation to social class, science, language, and the body politic). They in turn were founded in eighteenth-century debating societies, and the long-neglected ‘universal academy’ of ‘Orator Henley’. The article concludes that Thelwall too, so far ahead of his time and so long forgotten, still has much to teach us.

Reconciling British Values with Professional Identity: The Pursuit of Ontological Security Among Muslim Teachers in England

This article aims to investigate how the legal requirement to promote fundamental British values (FBVs) impacts Muslim teachers’ professional identity formation, utilising Interpretive Phenomenological Analysis. Semi-structured interviews were conducted with self-identified Muslim teachers, including both male and female individuals from diverse ethnic backgrounds, employed in secondary schools across England. This study seeks to interpret Muslim teachers’ experiences through Anthony Giddens’ ontological security theory. Firstly, Muslim teachers expressed pride in being British and their successful integration into society. Secondly, the meaning of Britishness was elucidated by the participants through references to the values described in the current government guidelines on promoting FBVs. Finally, the impact of the obligation to promote FBVs on the professional identity formation of Muslim teachers points to a degree of ambivalence rooted in seeking ontological security. Certain teachers adopted an uncritical stance towards FBV policy, prioritising ‘values’ within the debate and thereby normalising the discourse surrounding FBVs. In contrast, others engaged in a critical analysis of FBV rhetoric, highlighting its adverse impact on academic discussions and their professional identities. From the perspective of ontological security theory, Muslim teachers are situated in a fragile position; while the majority grapple with ontological insecurity, others exist in a realm between ontological security and insecurity.

Mitigating child exposure to traffic-related air pollution on the school commute: Views of parents and teachers in England

Children are particularly vulnerable to the adverse health effects of traffic-related air pollution (TRAP) due to their developing physiologies. A survey was distributed to schools in England for completion by parents and teachers. The survey examined perceptions of TRAP on the school commute and assessed views on potential interventions for reducing exposure. 76.7% of parents and 75.8% of teachers were concerned about TRAP at their school. The most common cause for concern was school proximity to a busy road (44.2% parents and 42.5% teachers).Active travel was the most common measure already undertaken. The biggest obstacles to reducing school TRAP were driving convenience, school proximity to busy roads, and lack of parental support. Parents and teachers considered local authorities most responsible for improving school TRAP. Active travel was a popular and desirable intervention for reducing potential child exposure, and parental education on this and related topics were also desirable.

Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography’s conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers’ descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action.

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

ABSTRACT A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, allowing for a comparison of modes of delivery. This preliminary study aims to consider how these different modes impacted the discipline-specific professional development, especially in terms of practical work and primary science assessment. This article considers attendance, teacher viewpoints and described impact on practice from qualitative surveys completed by course attendees. Whilst the majority of teachers in the sample said that they preferred face-to-face professional learning, many acknowledged that the online mode supported their attendance, particularly for more rural schools. When describing formative use of assessment information to support learning in science, participants quoted a similar range of practice, irrespective of training mode. This study supports the global discussion regarding continuing online professional learning, with questions raised regarding teacher agency.

Unveiling heteronormativity: a visual exploration of LGBT+ teachers’ experience using photo elicitation

ABSTRACT At a time when UK schools are experiencing backlash for ensuring their LGBT+ colleagues and students are included, this article examines the ways in which schools create and uphold cisgender heterosexuality as the dominant narrative. The article presents the findings from four participants who took part in a photo elicitation study to represent their experiences as LGBT+ secondary school teachers in England. The photos and interviews reveal the myriad ways in which cisgender heteronormativity is produced in schools. The data also provides vital examples of how this dominant discourse is beginning to be challenged, and where small everyday acts can successfully disrupt the production of heteronormativity.

Secondary school teachers’ and prevent practitioners’ conceptualisations of radicalisation in England and the impact of the prevent duty

ABSTRACT In 2015, the UK government placed teachers in England and Wales at the forefront of efforts to prevent radicalisation in young people. Radicalisation as a concept is complex and confusing, and addressing it in schools may be perceived as controversial. This article investigates how secondary school teachers and Prevent practitioners across England understand the concept of radicalisation in education and the impact of the Prevent Duty on teachers’ professional role. Both groups are public service officials who work with or within secondary schools under different capacities. Thirteen teachers and fourteen Prevent practitioners were interviewed using semi-structured interviews, allowing for in-depth discussions. A thematic analysis approach was used to analyse and organise the data. The findings highlight discrepancies between teachers’ and Prevent practitioners’ understanding of radicalisation, due to different levels of knowledge, job expertise, personal interest, media exposure and training. This inquiry sheds light on how teachers’ and Prevent practitioners’ conceptualisation of radicalisation impacts the way they understand and comply with state policy – in this case, the Prevent Duty, within education.

Retrieval Practice “in the Wild”: Teachers' Reported Use of Retrieval Practice in the Classroom

AbstractRetrieval practice has been shown to be an effective and efficient way to enhance learning and which has led researchers to call for retrieval practice to be part of teachers' regular repertoire of activities within a classroom. Recent policy changes in England have seen retrieval practice being encouraged and emphasized as a strategy that teachers should use in their practice. However, much of the research to support this has been conducted under controlled studies both in laboratory and classroom settings. Therefore, in the present study, we report on how teachers in England are implementing retrieval practice “in the wild”—in their classrooms outside of a controlled study. Findings indicate that teachers are using retrieval practice regularly in the classroom, even if it is not part of a mandatory school policy, with quizzes and short answer questions being the most reported format used. Additionally, teachers are motivated to use retrieval practice beyond the direct benefit of the testing effect.

Can Black Critical Theory sit with Mad Studies in education in Britain?

ABSTRACT This article draws on the scholarship of Black Critical Theory in education. It enriches this literature by provocatively commanding scholarly and methodological space for Mad Studies to explore, understand and address, distressed Black pupils’ experiences of anti-Black sanism in education in Britain. Currently limited by the proliferation of mental health literature that too often decontextualises and pathologises Black suffering outside of anti-Black contexts and dominates our understanding of mental health, illness, treatment and care, this article outlines the necessity of maddening Black Critical Theory to advance hermeneutic and testimonial justice to those pupils living mad while Black.

The making of Holocaust education in Britain, 1945–1991

ABSTRACT Despite the prevalence of research in Holocaust memory and Holocaust education, the historical development of British Holocaust education remains understudied. This paper reconstructs this history, presenting Anglo-Jewish efforts to teach about the Holocaust in the 1970s for the first time and using the concept of ‘cosmopolitan memory’ to explain its proliferation in the early 1980s. This article argues that the origins of contemporary Holocaust education should not be found in the increase of its teaching with the National Curriculum of 1991 but in the changing culture of memory and history teaching in the late 1970s and early 1980s.

Tackling England’s physics teacher shortage

The shortage of physics teachers in England has led the government to set up a new apprenticeship scheme that it hopes will help encourage more people into the profession. But with high workloads and low pay causing many teachers to quit, Katherine Skipper asks if this latest scheme will be enough to fix the issue.

The travail of multi-faith religious education in Britain

The purpose of this article is to consider the post-confessional history of religious education in Britain, that is, multi-faith religious education, which is the form of religious education that succeeded confessional religious education, and to enquire why (and in what ways) it is in such a ‘lamentable’ state. The focus is on weaknesses rather than strengths, for it is weaknesses that are increasingly becoming apparent and increasingly discussed. Attention is given both to the commitments and ideas that have shaped the changing character of multi-faith religious education over the last fifty years and to identified weaknesses, as revealed in observational research in classrooms and in pupil surveys.

“No matter what is thrown at you, you still – inside your core – want to teach”: the role of calling in retention of secondary school teachers in England

ABSTRACT Retention of teachers in England is poor, yet many stay in the profession. Exploring why teachers remain, as well as why they leave, can improve understanding of retention. The aim of this study therefore is to investigate qualitative accounts of secondary-school teachers about factors contributing to decisions to stay or leave teaching. Eleven semi-structured interviews were conducted with early career teachers, established teachers, and teachers who had left or were leaving teaching. Data was analysed thematically. Findings showed that teachers wanted more autonomy in their work to focus on student needs, develop their subject passion, and nurture collegial relationships. However, accountability, bureaucracy, inadequate resourcing, and top-down directives stifled their ability to craft their work and nurture their calling to teach. To improve retention, teachers should be provided with more opportunities to develop their calling as a work orientation. This requires organisational and culture change at the school and political level.

Close to practice research as a means of rethinking elements of student–teacher's classroom practice

AbstractThis article explores a form of classroom inquiry linked to postgraduate primary student–teachers’ education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's’ notions of ‘teachers as researchers’ undertaking ‘systematic’ inquiry in a ‘naturalistic’ environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as ‘docile agents’ within existing structures and developing ‘pathways to emancipation and autonomy’. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield.

‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

ABSTRACT Examining the changes in teachers’ experiences of their job resources, job demands and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England at three time points during COVID-19 (February 2021, July 2021 and July 2022). Four themes were identified in a longitudinal thematic analysis, namely: teachers’ perceptions of disconnection with and disrespect from the government; relationships are central to teacher wellbeing and work engagement; teachers’ preference for the physical school over the online/hybrid school; and reflections on teachers’ increased self-efficacy in using technology and increased resilience to change. Implications for practice and policy are discussed.

Shared Space: promoting teachers’ academic understanding of inter-religious dialogue through a teacher fellowship model for religious education (RE)

We report on the design of a close-to-practice research project situated in Southwest England exploring the relationship between developing teachers’ ‘powerful knowledge’ of inter-religious dialogue in religious education (RE) through a teacher fellowship model for RE specialists, including a specialist curriculum development programme and co-constructed evaluation of an intervention seeking to promote ‘warmer’ community relations. This current phase of the ‘Shared Space’ project combines insight from two existing subject-specific knowledge exchange projects—undertaken by us—with a Teacher Fellowship approach to pedagogical and curriculum knowledge development pioneered by the Historical Association, and an emerging one, ‘After RE’. The current Shared Space project addresses two established concerns in RE that are not normally connected: (1) the lack of rigorous subject knowledge held by RE teachers in England; (2) the assumption that good RE in schools can promote community relations, a widely accepted assumption hitherto without much evidence to support it. Here we set out a justification for the project and the form it will take, based on established Shared Space principles of how best to support in-service teachers’ ongoing professional development through knowledge exchange with academics, mindful of equal power relations. While appreciating aspects of the notion of ‘powerful knowledge’ on which ‘theory-rich’ Teacher Fellowships have been based, we cite thinking from the emerging After RE project to suggest a modified theoretical framework for our investigation which will innovate methodologically when evaluating its impact in partnership with teacher participants.

Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austria

PurposeThis paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.Design/methodology/approachThrough an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.FindingsOur analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.Practical implicationsWe seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.Originality/valueThe application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.

‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson

AbstractThis article constitutes a ‘reply and alternative’ to two papers that appeared in a 2021 Special Issue of British Educational Research Journal. Both articles drew on theories of populism as a political logic to explain recent trends in England's education policy. I begin by highlighting how the contributors mobilise ‘populist’ political logics within their own ‘anti‐populist’ discourse. I then argue that the theory of epistemic communities, borrowed from the field of public policy analysis, offers an alternative interpretation of the dynamics described in (and exemplified by) the two articles. This alternative interpretation foregrounds the values, beliefs and policy enterprises of two rival communities that seek to influence education policy through the supply of expertise. I argue that attending to how these communities function helps explain how a new group of policy entrepreneurs has come to constitute an increasingly influential ‘counter‐epistemic community’ and established a mutually beneficial trade in legitimacy with English policy makers. To date, the theory of epistemic communities has been under‐utilised in the study of education policy, but applying the theory to education policy in England provides new insights into how these communities function when the nature of expertise is contested. England's educational policy context also exemplifies the importance of ‘fit’ between policy makers and experts’ beliefs, and the role of policy makers in assembling and curating communities of experts.

Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England

This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants’ teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession.

Responding to the environmental emergency through education: the imperative for teacher support across all subjects.

The most recent Intergovernmental Panel on Climate Change report sets out sobering scenarios about the future for our young people and appeals for 'deep, rapid, and sustained reductions in greenhouse gas emissions'. Although technological responses are essential to achieve these reductions, technocratic solutions alone will not solve the environmental emergency; a widespread societal transformation is needed. Education can play a profound role in this transformation as it is fundamental to building a society with knowledge, skills and motivation to tackle climate change so as to regenerate ecological and social systems. This commentary reflects on multiple dimensions of education's role, focusing particularly on schools and the important contribution that all subjects can make towards developing interdisciplinary, complex understandings of the environmental emergency and living more sustainably. Drawing from a recent nationwide survey of teachers in England carried out by the UCL Centre for Climate Change and Sustainability Education, we highlight a troubling lack of engagement in formal professional development related to climate change and sustainability, even amongst a 'climate change engaged' cohort of teachers, and the imperative for comprehensive professional learning for teachers from across all subjects and year levels.