The COVID pandemic has led to a prolonged period of educational disruption with few precedents from the recent past to guide recovery. The Institute of Education's project, "Learning Through Disruption," set out to explore the knowledge schools have acquired from working with children and families during the crisis. The authors found…

Teacher collaboration, and teacher professional development within this context, has become an area of interest in recent years. In particular, teacher education has seen the rise of collaboration as an effective school-based professional development activity, where in-service teachers plan, observe and reflect on lessons together. The most common…

In Democracy and Education, Dewey aligns trying and undergoing as experience. Undergoing the consequences of trying by reflecting entails noticing and naming the details of the connections between the activity and the consequences. In this paper, we explore two novice teacher educators' first attempts at guiding pre-service teachers (PSTs)…

Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from "big" abstract questions about whether or not what they teach is inherently good, through to…

The NHS Constitution requires all NHS organisations to provide high-quality comprehensive services, based on clinical need, which do not discriminate between patients (DH 2010a). Together with its health and social care partners, the NHS also has a statutory duty of care to meet the needs of all patients with dignity and compassion. Recent…

The paper investigates two -- often disconnected -- policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of…

Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and…

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: "Executive headteachers: What's in a name?," this brief guide provides a summary of the executive headteacher (EHT) role, with practical…

This article argues for an early childhood professionalism based upon notions of professional community and professional knowledge. Professionalism is conceived here as shaped by the relation between the social and the epistemic, with certain types of professional knowledge given precedence in accordance with the involvement of different…

Despite the ongoing discourse about the constantly connected and digitally savvy youth in the UK, a growing evidence base demonstrates that there are still significant inequalities in young people's ability to access and use the internet. There is a small, but significant, proportion of young people who do not have internet access at home, nor…

Four drama programmes for at-risk youth run by a community theatre formed the basis for a 9-month participant observation and interview study. This paper focuses on the concept of roles, using this as a lens to explore participants' experiences, and to suggest ways in which taking part in the programmes enabled young people to "be Other"…

Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and,…

Co-Curate North East is a cross-disciplinary initiative involving Newcastle University and partner organisations, working with schools and community groups in the North East of England. Co-curation builds on the concept of the "ecomuseum" model for heritage based around a virtual territory, social memory and participative input from the…

Dialogic Literary Gatherings (DLGs), first implemented by Ramon Flecha, have proved to be a "successful educational action" (SEA) for inclusion, social cohesion and raising children's attainment in several European and Latin American countries. This article reports their implementation in England and their consistent and dramatic…

This article focuses on the life history of a university academic, and the ways in which he learned in different communities of practice during his career. This account raises questions about the applicability of situated learning theory to a knowledge-based organisation, and argues that both the external context and the individuals within the…