Recent Submissions

  • A cross-cultural comparison of self-efficacy as a resilience measure: evidence from PISA 2018

    Kaya, Sibel; Eryilmaz, Nurullah; Yuksel, Dogan; University of Bedfordshire; International Association for the Evaluation of Educational Achievement; Open University (SAGE Publications Inc., 2023-08-03)
    This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating countries/economies in the study was conducted using multi-group confirmatory factor analysis (MG-CFA). The results demonstrated that across all countries and economies, the configural invariance level, which is the lowest level of invariance, has been reached but the metric and scalar invariance levels have not been reached. Within-group results showed that all sub-groups presented a model fit for the metric level of invariance. However, only the Anglo countries were able to reach the strict invariance level. This finding indicates that the Anglo countries were more homogeneous in terms of their interpretation of self-efficacy in PISA, whereas other sub-groups were more heterogeneous. Confirming the notion of cultural affiliation of resilience, it was concluded that self-efficacy by itself might not be an adequate indicator of resilience. The current study has some recommendations for future research and how PISA can be more inclusive about the constructs it employs.
  • Coachees’ experiences of integrating a self-selected soundtrack into a one-off coaching session

    Wilcox, Donna; Nethercott, Kathryn; University of East London; University of Bedfordshire (Oxford Brookes University, 2024-02-01)
    Artistic media use in coaching has received growing interest in recent years with increased research and encouraging results. Music benefits wellbeing, aids new perspectives, and enhances embodiment, however, research on the use of music in coaching is limited. This study thematically analysed participants’ reflective texts (N=12) relating to their experience of a one-off coaching session that integrated a self-selected piece of music as a soundtrack related to the session topic. Results support previous literature on the subject, while also providing new findings that the soundtrack primed thinking for the session and was a motivational reminder of the session.
  • The effects of growth mindset and resilience on immigrant students' PISA science achievement: the mediating role of attitudes toward school

    Kaya, Sibel; Eryilmaz, Nurullah; Yuksel, Dogan; University of Bedfordshire; University of Bath; Open University (SAGE, 2024-01-29)
    In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students’ growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed.
  • Through the looking glass: professional identity during a pandemic

    Thompson, Carol; Hopkins, Neil; University of Bedfordshire (Brill, 2024-01-29)
    When compared with other professions (such as law and medicine), educators do not have a strong sense of professional identity. It could be argued that as a sector, education has been compliant to the demands of others and as a result exploring what it means to be a professional educator has not been high on the agenda for most teachers or leaders in further and higher education. This research takes an autoethnographic approach by placing participants at the centre of the analysis. Using reflections as a form of personal inquiry, participants explored their professional identity from a specific standpoint and within a particular context. This involved cultural analysis and interpretation not only of identity but of the ways in which environmental factors contribute to it. The reflections provided an opportunity to explore the topic with an experienced eye as well as offering a space for reflexivity. By taking a ‘through the looking glass’ approach, participants embraced the notion of ‘uncertain certainty’ (Bolton, 2001). Initial findings suggest that in the move to the virtual classroom both teachers and leaders have experienced a range of novel challenges. Whilst teachers have had to learn new skills and look at their roles in a different way, leaders have been forced to reconsider policy as well as the infrastructure required to support teaching activity. The last two years have shown a sector which is both fragile and resilient and a world where the impossible has become possible and where previous ‘truths’ are no longer definitive.
  • Glass slippers and symbols of hope: rebuilding further education teachers' agency

    Thompson, Carol; University of Bedfordshire (University of Coimbra, University of Algarve, European Society for Research on the Education of Adults, 2020-12-31)
    Picasso is attributed with the quote 'all children are artists, the problem is staying an artist when you grow up.' (in Thompson 2018) Perhaps a reference to the ways in which education and life experience impact on creative abilities? A similar sentiment is expressed by Robinson (2017) who suggests that our education system does not prepare for workplaces where creative abilities would be of value: ‘Current systems of education were not designed to meet the challenges we now face. They were developed to meet the needs of a former age.’ (Robinson 2017 page 40). Robinson suggests that schools are modelled in the image of industrialisation - a product model, educating children in ‘batches’ based on their age- group and fuelled by a desire to evidence success through achievement data. But what of the Further Education Sector (FE)? This phase of English education is recognised for its diversity and applauded for its ability to transform lives (Duckworth and Smith 2018). Does it offer a creative curriculum and the scope for each learner to develop the skills that they need for the modern workplace?
  • Thinking or thinking well?: an antidote to ‘sticking plaster solutions’

    Thompson, Carol; University of Bedfordshire (Philosophy of Education Society of Great Britain, 2022-10-03)
    A short blog post outlining the impact of external pressures on criticality in teacher education.
  • Policy and practice in increasing BME teachers’ access to ITE and a leadership career in the teaching profession in England

    Maylor, Uvanney (Palgrave Macmillan, 2023-03-23)
    In 2018 the Department for Education (DfE) in England published its “Statement of Intent” to make the teacher workforce more diverse. This included increasing the number of Black and Minority Ethnic (BME) teachers and those in headship/principal positions in English schools (DfE, Statement of intent on the diversity of the teaching workforce. DfE. https://www.gov.uk/government/publications/diversity-of-the-teaching-workforce-statement-of-intent. Accessed 2 Sept 2020, 2018). Through critical analysis of the “Statement of Intent” policy initiative, this chapter explores the policy implications for making the teacher workforce more ethnically diverse and what this means in practice for schools and teacher education and focuses on policy enablers and inhibitors in this process. To understand the ethnic makeup of the teacher workforce the chapter provides insight into the numbers, positions, and experiences of BME teachers/leaders in England together with how BME teachers are conceptualized in English schools. An integral part of the discussion concerns the recruitment strategies employed by governments with different political perspectives vis-à-vis ethnic diversity in teaching and learning. This framing facilitates understanding of British government efforts to foster an ethnically diverse teacher workforce, and changes in initial teacher education (ITE) set out for the preparation of new preservice teachers. Contextualizing the ethnicity of the teacher workforce in England is salient to understanding any implications for the recruitment and development of future BME teachers and senior school leaders. Equally important, the chapter considers what does the UK government’s desire to produce “brilliant teachers” through “high-quality initial teacher training” mean in practice for BME preservice teachers.
  • Postcards from the edge: developing a professional identity for trainee teachers in English education

    Thompson, Carol; Battams, Elaine; University of Bedfordshire; Barnfield College (Brill, 2024-01-26)
    Following the de-regulation of teaching in post-compulsory education in England (DBIUS, 2012), the requirement for teachers to be qualified was removed and subsequently the numbers of trainees who studied to gain a qualification, whilst working ‘in-service’ began to reduce. At the same time a new group of trainees emerged; those undergoing ‘pre-service’ training based on a full-time programme where teaching practice was gained on a practical placement. As ‘outsiders’ within their settings these trainees did not always experience the same level of support as their in-service colleagues. Whilst being introduced to a community of practice (CoP) through their teaching placement, they were very much on the edge of the community and it is only through ‘legitimate peripheral participation’ (Lave and Wenger, 1991) that they begin to develop professional identities as teachers. In 2020, this situation was further complicated by the Covid 19 pandemic which meant that more teaching has taken place online and the usual opportunities for interaction with colleagues were removed. Using focus groups with pre-service trainees and written reflections from teachers who trained during the height of the pandemic, this research highlights obstacles to developing a professional identity. The findings show the steps taken to navigate the journey from trainee to fully-fledged teacher.
  • The ultimate guide to lesson planning: practical planning for everyday teaching

    Thompson, Carol; Spenceley, Lydia; Tinney, Mark; Battams, Elaine; Solomon, Ann (Routledge, 2024-02-29)
    A practical guide to lesson planning modelled on a typical lesson plan. The book covers all aspects of planning such as learning aims, starting a lesson, resources and activities, embedding skills, and assessment. Each chapter features a wide range of activities and strategies that can be used every day and easily adapted for different learners. The chapters also explore what to do when lessons don’t go to plan and how to use technology effectively to support learning.
  • Teachers’ and students’ perspectives on the extent to which assistive technology maximises independence

    Loveys, Megan; Butler, Cathal; University of Roehampton; University of Bedfordshire (SAGE, 2023-11-24)
    Assistive Technologies (ATs) are extensively used and integrated into society, mainstream and specialist education settings, more so with students who have learning disabilities. Everyone has a perspective on the extent to which these devices provide students with disabilities and specifically in this case study, students with visual impairments (VI) independence during their education. This case study indicates the importance of researching emerging technologies within specialist education such as tablets, multiple forms of braille, and screen readers, while utilising a constructivist paradigm to undertake the mixed methods research. This study triangulates through the use of qualitative and quantitative research tools to discover mixed views on the extent to which AT promotes the independence of students with vision impairment, ultimately discovering the extent is somewhat individualised to each and every student. This study was conducted in an English, special-mainstream partnership further education college. Four students and five teaching staff members were interviewed, alongside five classroom observations of each staff member interviewed. The foci of this article are teacher and student perspectives on the extent to which ATs provide students with VIs independence in their learning, and if ATs play a crucial role in these students’ educations. The findings revealed largely positive views surrounding ATs potential for students with VI. The extent to which the students benefit from these advantages is dependent on the individual. The students focused much of their attention on their personal feelings towards using technology, whereas the teachers elaborated on their feelings and went into detail about particular students’ successes and pitfalls when using ATs. As technology is constantly changing, the participants expressed their concerns for keeping up to date. Recommendations for further research include a longitudinal study at the college where this research took place to discover whether partnership further education facilitates inclusion.
  • Reflective practice for professional development: a guide for teachers

    Thompson, Carol (Routledge, 2021-09-28)
    An introduction to the theory and practice of reflection. The book explores key themes such as the importance of criticality, models of reflection, as well as connections between thought, language and actions. It considers how reflection can widen perspectives, generate deeper understanding of professional challenges and how it can enhance creativity.
  • The trainee teacher's handbook: a companion for initial teacher training

    Thompson, Carol; Wolstencroft, Peter; University of Bedfordshire; Liverpool John Moores University (Sage, 2024-01-25)
    This book helps you to build skills and focus on developing professional practice through understanding, reflection and experimentation. It is a companion guide to initial teacher education.
  • Being a teacher: the trainee teacher's guide to develoing the personal and professional skills you need

    Thompson, Carol; Wolstencroft, Peter (Sage, 2021-06-01)
    This book outlines the skills and behaviours involved in Being a Teacher and explores how to develop these attributes and build teacher agency and identity.
  • Encyclopaedia of diversity

    Sardoč, Mitja; Hopkins, Neil (Springer, 2024-01-22)
    Overall Editor: Mitja Sardoč Neil Hopkins' contributions: Citizenship education and diversity Democracy and diversity
  • A practical guide to teaching foreign languages in the secondary school

    Pachler, Norbert; Redondo, Ana; University College London; University of Bedfordshire (Taylor and Francis, 2023-08-29)
    How can you effectively motivate young people to engage with foreign language learning? How can young people engage with new ideas and cultural experiences within and outside the classroom? The new and fully revised edition of A Practical Guide to Teaching Foreign Languages in the Secondary School offers straightforward advice and inspiration for training teachers, newly qualified teachers (NQTs) and teachers in their early professional development. Offering a wide range of strategies for successful teaching in the languages classroom, this third edition includes separate chapters on the core skills of reading, writing, speaking and listening and new chapters on pronunciation and the science of learning. The chapters provide detailed examples of theory in practice, based on the most up-to-date research and practice, as well as links to relevant sources supporting evidence-informed practice and cover: • Strategies for planning engaging lessons • Integrating formative and summative assessment • Digital tools and services for teaching and learning • Helping pupils develop better listening skills • Effective speaking activities • The role of scaffolds and models in developing writing skills • Teaching grammar • The intercultural dimension of language teaching • The role of multilingualism in foreign language education • Engaging with critical pedagogy A Practical Guide to Teaching Foreign Languages in the Secondary School is an essential compendium of support and ideas for all those embarking upon their first steps in a successful career in teaching foreign languages.
  • Dark comedies/dark universities: negotiating the neoliberal institution in British satirical comedies The History Man (1981), A Very Peculiar Practice (1986-1988) and Campus (2011)

    Michael-Fox, Bethan; Calver, Kay (Palgrave Macmillan, 2023-07-25)
    In this chapter, three British satirical comedies about universities are examined. These are The History Man (1981), A Very Peculiar Practice (1986-1988) and Campus (2011). These comedies produce and negotiate popular cultural understandings of the academy, serving to demonstrate how certain ideas about British (and in an increasingly homogoneised higher education system globally) universities have shifted or intensified over time, set in periods ranging from the 1970s to the 2000s. Each series is set in a modern university, a space where tensions between industry, education, the financialisation of higher education and its role as a public good are at the fore. Their narratives feature tropes familiar to anyone working in a university, including funding cuts, corruption, redundancies, new buildings, stressed students, bureaucracy, and sexism as well as stereotypes of neurotic professors and ruthless Vice-Chancellors. As satirical comedies, they function to challenge shifts toward the neoliberal university, mocking the absurd and sometimes surreal practices of global higher education. We argue that whilst television can operate as a powerful form of popular culture mediating academia, it can also act as a form of critique, contributing to the cultural production of critical knowledge about the university, its staff, students, and discontents.
  • Constructing the university student in British documentary television

    Calver, Kay; Michael-Fox, Bethan (Routledge, 2021-03-18)
    In this chapter, we argue that an increase in documentary television detailing the lives of university students was coincident with the increase in tuition fees in 2012 and the removal of student number controls for England in 2013. These documentaries reflect and negotiate a range of prominent socio-cultural concerns about students. According to the Department for Business, Innovation and Skills (2016, p. 7), there has been a shift from a university sector ‘that serves only a narrow band of people, to a broader, more diverse and more open system’. The documentaries examined here are indicative of greater interest in this ‘broader’ and ‘more diverse’ population of students and their experiences, though the extent to which they actually reflect and represent them is questionable. We argue that these documentaries can be seen to reflect a broader shift in thinking about ‘the university student’ in contemporary Britain. The consequences of the high cost of university to both the student and the taxpayer are consistently at the fore and students are often conceptualised in terms of risk. The earliest documentaries examined tend to construct students in terms of perhaps more ‘traditional’ risks associated with the university student: binge drinking, a lack of independent living skills and promiscuity. More recent examples focus on mental health, sexual assault and the pressures of higher education. The chapter begins with a consideration of the approach taken and discussion of the complexity of the terms ‘British’, ‘documentary’ and ‘television’ in categorising the texts examined here. It then explores the documentaries in terms of their figuration of the higher education student as ‘at risk’ and ‘a risk’ in a range of different ways.
  • Training for the impossible? induction and identity formation among trainee teachers and psychoanalysts

    Hopkins, Neil; Mathew, David; (Centre for Modern Psychoanalytic Studies, 2023-11-30)
    This article explores the systems under which teachers and psychoanalysts are trained in England and how trainees in these professions are inducted into their respective cultures. Both of these were deemed as ‘impossible professions’ in Freud’s evocative phrase and the authors enquire whether the training and resulting process of identity formation make teaching and psychoanalysis particularly open to such notions of ‘impossibility’. The article acknowledges the complex and demanding routes offered to new entrants into these fields and how the person-centred aspects of both disciplines leave trainees susceptible to a certain professional and personal vulnerability. It is argued such vulnerability requires a particularly strong sense of belonging as part of the trainees’ formation of identity. Processes such as effective mentoring, supervision and peer support are critical to ensuring new entrants are able to complete the course of training relatively unscathed and with a balanced idea of who they are and where they stand within their respective areas of work.
  • Staff collaborations to enhance teaching and learning

    Brazant, Kevin; Tracey, Dee; Allan, Quentin; McWilliams, Robyn; Raleigh, Sue; Soccio, Philippa; Tregloan, Kate; Barclay, Laura; Bittner, Sharon; Reck, Anne-Kathrin; et al. (Bloomsbury, 2023-05-18)
  • Reflections on identity: narratives from educators

    Hopkins, Neil; Thompson, Carol (Springer, 2024-01-02)
    This book is focussed on professional identity in education. Chapters consider the notion of expertise, the impact of managerial approaches, the importance of communities of practice, and the effects of increasingly marketised approaches. By using narratives, the book opens up a ‘conversation’ about this important topic. Educators and leaders from a variety of settings will explore their professional experiences and the impact these have had on forming values in the professional role.

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