British Educational Research Journal最新文献_第5页

Teacher professional standards across leading education systems 领先教育体系的教师专业标准

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-12-22 DOI: 10.1002/berj.70107

Ahmad Yahya Aseery

{"title":"Teacher professional standards across leading education systems","authors":"Ahmad Yahya Aseery","doi":"10.1002/berj.70107","DOIUrl":"https://doi.org/10.1002/berj.70107","url":null,"abstract":"Teacher quality is the most significant school-related factor influencing student achievement and long-term outcomes. Recent reforms across many education systems have placed professional standards at the centre of teacher quality policies. This study conducts a comparative document analysis of professional teacher standards in nine education systems that updated their frameworks between 2020 and 2025. Documents from Australia, England, Scotland, New Zealand, Canada, Denmark, Finland, Saudi Arabia and Colorado (United States) were examined. An inductive content analysis identified five common domains across systems: professional values and ethics, pedagogical knowledge, content knowledge, assessment and evaluation skills, and lifelong learning with continuing professional development. The findings reveal both convergence and divergence in how these domains are articulated, with cultural and contextual priorities shaping their expression. Standards in some systems emphasise stratified progression and credentialing, while others highlight autonomy, ethics and inquiry. The study concludes that teacher professional standards reflect a global trend toward professionalisation, although differences remain in how nations define and operationalise professionalism.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1940-1964"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of teacher agency in realising EdTech's potential to reduce teacher workload and improve teacher retention 教师代理机构在实现教育科技减少教师工作量和提高教师保留率方面的作用

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2026-01-22 DOI: 10.1002/berj.70117

John Gordon, Kristi Nourie, Helen Steward

{"title":"The role of teacher agency in realising EdTech's potential to reduce teacher workload and improve teacher retention","authors":"John Gordon, Kristi Nourie, Helen Steward","doi":"10.1002/berj.70117","DOIUrl":"https://doi.org/10.1002/berj.70117","url":null,"abstract":"This article considers how EdTech platform design and EdTech policy implementation in schools combine to contribute to rather than alleviate teachers' workload, constraining professional agency in ways which may contribute to teachers' dissatisfaction and the current teacher retention crisis. Workload has been cited as a leading reason for teachers leaving the profession. Successive OECD Teaching and International Learning Surveys (TALIS) identify increases in teacher workload. English government taskforce recommendations and EdTech policy papers have since promoted education technology (EdTech) as a means to alleviate teacher workload, prevent burnout and improve staff retention. Despite these moves to integrate EdTech into teaching and learning, many teachers do not experience the EdTech-reduced workload envisioned in policy discourse and political rhetoric. We present narrative interview and survey data drawn from a mixed-methods place-based study of teachers' experiences of EdTech, in primary and secondary schools in eastern England. Our analyses problematise conventional understandings of workload and its relationship with EdTech, affording insights through positioning analysis of teachers' ‘small stories’ of EdTech practice and resourcing. We explore the nature and extent of professional agency with EdTech relative to professional efficacy, work efficiency and job satisfaction. Our findings have implications for national and local frameworks guiding teachers' EdTech use. They can inform initial and continuing professional education, contributing differentiated understandings of EdTech's relationships with workload. Our recommendations may support school leaders and teacher educators in facilitating teacher agency with EdTech, so that teachers' choices of EdTech use address workload challenges for job satisfaction and retention.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1826-1849"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The challenge of being a teacher in Uruguay: A mixed-method study of working conditions, multiple job holding and teacher well-being 在乌拉圭当老师的挑战：一项关于工作条件、多份工作和教师福利的混合方法研究

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-12-22 DOI: 10.1002/berj.70093

Cindy Mels, Solange De Lema, Marta Irigoyen

{"title":"The challenge of being a teacher in Uruguay: A mixed-method study of working conditions, multiple job holding and teacher well-being","authors":"Cindy Mels, Solange De Lema, Marta Irigoyen","doi":"10.1002/berj.70093","DOIUrl":"https://doi.org/10.1002/berj.70093","url":null,"abstract":"Teacher well-being is essential for educational quality and student outcomes. It is strongly conditioned by the organizational and social aspects of the teaching job. Uruguay presents an interesting case for studying these variables, as most teachers simultaneously hold jobs in multiple schools. This study uses a sequential mixed-method design to describe perceived working conditions and their associations with teacher well-being in this context. Four hundred forty-three teachers nationwide (78.3% secondary; 21.7% primary school level) participated in an online survey evaluating perceived working conditions (workload, organizational support, relationships with students and families, school connectedness), multiple job holding, and teaching level. Analysis of covariance explored these variables' associations with job satisfaction, yielding significant main effects of workload, organizational support and school connectedness, complemented with an interaction effect between multiple job holding and workload. Thirty-four primary and secondary school teachers later participated in focus groups on the challenges and resources for teacher well-being. Data were analysed using a thematic framework approach. Emerging themes were identified and then coded by two independent researchers using Atlas.ti. High workload is central to teachers' narratives regarding well-being, attributed to social tasks, bureaucracy, a lack of support staff and time scarcity. Supportive social relationships and teacher collaboration are identified as valuable resources. Multiple job holding is highly naturalized and negatively impacts workload, stress and work–life balance. Policy interventions must address the structural causes of high workload and time poverty to foster sustainable working conditions and promote teacher well-being while simultaneously enabling opportunities for social connectedness.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1699-1724"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The future in a bubble: Supporting Finnish early childhood professionals working in diverse settings 泡沫中的未来：支持在不同环境下工作的芬兰幼儿专业人员

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-08-07 DOI: 10.1002/berj.70012

Alexandra C. Anton, Juli-Anna Aerila, Elizabeth A. Steed

{"title":"The future in a bubble: Supporting Finnish early childhood professionals working in diverse settings","authors":"Alexandra C. Anton, Juli-Anna Aerila, Elizabeth A. Steed","doi":"10.1002/berj.70012","DOIUrl":"https://doi.org/10.1002/berj.70012","url":null,"abstract":"The purpose of this study was to contribute to the knowledge about early childhood education and care (ECEC) personnel's perception of the support structures that are most effective in assisting them in their work with culturally and linguistically diverse children. This qualitative case-based study examined one of Finland's most culturally diverse regions, near the capital Helsinki. The thematic analysis of interviews with 18 ECEC personnel working across five ECEC professional teams indicated that the support structures in place for ECEC personnel to work with children from immigrant and minority groups consist of a complex network of interconnected areas within the Finnish educational ecosystem, such as the national curriculum or the regional formalities and procedures. These interconnected factors are rooted in cultural and educational frameworks, local initiatives and unit-level interventions. Individuals' personal experiences (living abroad, teaching in multicultural childcare settings) and willingness to engage in professional learning as part of a team influence the effectiveness of these support structures aimed at providing in-service training and pedagogical support for the staff working in culturally diverse settings. The study contributes to the literature by utilising the voices of ECEC professional teams to identify the most beneficial and the most needed support mechanisms for educators to work effectively with culturally and linguistically diverse children. The study also highlights the critical role of reflection in uncovering educators' intentions to promote issues of equity and equality in their settings.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1786-1809"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148323949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contrastive modelling of self-regulated inquiry behaviours across nations: Evidence from TIMSS 2023 Earth Science 各国自我调节探究行为的对比建模：来自TIMSS 2023地球科学的证据

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-12-23 DOI: 10.1002/berj.70095

Pongprapan Pongsophon

{"title":"Contrastive modelling of self-regulated inquiry behaviours across nations: Evidence from TIMSS 2023 Earth Science","authors":"Pongprapan Pongsophon","doi":"10.1002/berj.70095","DOIUrl":"https://doi.org/10.1002/berj.70095","url":null,"abstract":"In an era where science education increasingly values inquiry competencies over rote outcomes, understanding students' strategic and non-strategic engagement during digital assessments has become critical. This study applies contrastive representation learning to TIMSS 2023 Grade 8 Earth Science process data from five countries to uncover latent pathways of inquiry behaviour. Real-time digital traces—including screen visit frequency, revisit patterns and time-on-task—were embedded into a structured latent space, revealing two distinct clusters that map onto strategic and non-strategic inquiry profiles when interpreted through SRL theory. K-means clustering and UMAP visualization confirmed a strong alignment between behavioural profiles and Earth Science achievement outcomes. Cross-national analyses demonstrated that strategic and non-strategic engagement structures were highly generalizable across diverse education systems, despite contextual differences. Key behavioural indicators differentiating high- and low-performing profiles were identified, offering new insights into metacognitive regulation during inquiry tasks. By integrating contrastive learning, clustering validation, interpretability and ethical considerations, this study advances process-driven learning analytics for science education. The findings support the development of adaptive assessments, real-time scaffolding tools and culturally responsive instructional strategies, providing a blueprint for how AI-driven methods can enhance inquiry-based learning while safeguarding equity and learner agency in global science education contexts.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1965-1986"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustaining the teaching profession: Innovating the ‘golden thread’ in university-led teacher education 维持教师职业：创新大学主导教师教育的“金线”

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-09-03 DOI: 10.1002/berj.70028

Amanda Nuttall, Ed Podesta, Aimee Quickfall, Megan Stephenson

{"title":"Sustaining the teaching profession: Innovating the ‘golden thread’ in university-led teacher education","authors":"Amanda Nuttall, Ed Podesta, Aimee Quickfall, Megan Stephenson","doi":"10.1002/berj.70028","DOIUrl":"https://doi.org/10.1002/berj.70028","url":null,"abstract":"This paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state-mandated, linear model of professional learning from initial teacher training and education through to continuing professional development. Our collaborative retrospective analysis of three empirical studies within a university-led teacher education partnership critically examines the experiences of student teachers, early career teachers and mid- to late-career educators. The findings reveal that the policy network of the golden thread, as operationalised through the initial teacher training and early career framework and national professional qualifications, promotes a reductive, compliance-oriented model that marginalises professional agency, critical inquiry and ontological development. In contrast, by considering international movements in many nations towards the kinds of reductive models that dominate in England, the paper argues that to tackle recurrent issues of teacher recruitment and retention, meaningful teacher education must transcend technocratic prescriptions and embrace complexity, reflexivity and co-construction across career stages—a rich tapestry, instead of a single, golden thread. An effective counterweight to performative policy regimes, therefore, requires an original reconceptualisation of the golden thread, in England and beyond, so that a rich, co-constructed and dynamic tapestry supports teachers not only to survive but to thrive in increasingly complex educational environments.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1749-1767"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making teaching more attractive: Ways forward for policy, in research and for practice 使教学更具吸引力：政策、研究和实践的前进之路

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2026-04-23 DOI: 10.1002/berj.70197

Beng Huat See, Gemma Moss

引用次数: 0

A pipeline crisis or a sustainability crisis? Local and national succession planning for headteachers in England 管道危机还是可持续性危机？英格兰地方和国家校长继任计划

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-12-10 DOI: 10.1002/berj.70089

Toby Greany, Pat Thomson, Tom Perry, Mike Collins

{"title":"A pipeline crisis or a sustainability crisis? Local and national succession planning for headteachers in England","authors":"Toby Greany, Pat Thomson, Tom Perry, Mike Collins","doi":"10.1002/berj.70089","DOIUrl":"https://doi.org/10.1002/berj.70089","url":null,"abstract":"Recruiting and retaining school leaders is a challenge in many systems worldwide. Previous research has identified three distinct ways in which succession planning can be conceptualised and approached: a ‘pipeline’ approach seeks to match supply and demand for the posts that need filling; a ‘pool’ strategy involves proactively identifying and developing a wider group of potential leaders who can step up when needed; while a ‘reservoir’ mentality seeks to unlock the leadership potential of all staff. This article explores succession planning for headship in England informed by findings from a larger mixed methods study. We include perspectives from policy makers, employers, headteachers and senior leaders in schools and focus on succession approaches and outcomes in two localities: a coastal area in which most schools are part of Multi-Academy Trusts, and a rural area in which the Local Authority continues to play an important role in recruiting headteachers. This illustrates the variable and inequitable nature of succession planning in England's fragmented system and the lack of capacity to address complex systemic issues, such as increasing the diversity of the leadership pool and addressing headteacher workload and retention challenges. Our findings may not indicate that schools across England face an immediate headteacher recruitment crisis, but they raise important questions about the sustainability of the current model. On this basis, we argue the need for a significant shift in terms of the focus on and approach to succession, characterised by national policy action in concert with a local solutions mindset and approach.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1898-1918"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the paradox of primary teacher shortage in low-income countries: Insights from Malawi 理解低收入国家小学教师短缺的悖论：来自马拉维的见解

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-11-09 DOI: 10.1002/berj.70065

Peter Mtika, Edward M. Sosu

{"title":"Understanding the paradox of primary teacher shortage in low-income countries: Insights from Malawi","authors":"Peter Mtika, Edward M. Sosu","doi":"10.1002/berj.70065","DOIUrl":"https://doi.org/10.1002/berj.70065","url":null,"abstract":"Malawi faces a persistent and chronic teacher shortage, particularly at the primary school level, with much of the challenge attributed to teacher supply constraints. While the causes of teacher shortages are known to be complex and context-dependent, there remains a lack of in-depth, country-specific research to guide effective policies, especially in low-income countries where the problem is most acute. This study addresses this gap by examining the nature and underlying causes of primary teacher shortages in Malawi. We adopted a qualitative, multiperspectival research design involving in-depth interviews with key practitioners and policymakers engaged in teaching, teacher education, recruitment, deployment, policy and funding. Participants included permanent and contract teachers, a headteacher, teacher training college principals, senior government officials in education, a teachers' union representative, a primary education advisor, a civil society representative and international development partners. Findings derived through thematic analysis revealed a multidimensional crisis characterised by persistent staffing gaps, high pupil–teacher ratios, and geographic disparities in teacher distribution. Contrary to the dominant narrative of supply-side constraints, the study identified a surplus of qualified but unemployed teachers. The core issue lies in policy and systemic failures, particularly the government's inability to recruit teachers due to fiscal limitations linked to debt servicing and externally imposed wage bill restrictions. This presents a paradox: a teacher shortage at the school level coexisting with teacher unemployment in the country. Our findings offer new insights into the structural causes of teacher shortages and highlight the urgent need to address existing policy failures. We conclude with recommendations that may help in addressing the current teacher recruitment policy failures and make the teaching profession more attractive and sustainable.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1677-1698"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher-makers and teacher-breakers: (Re)defining how status and safety influence trajectories into and away from teaching 造就教师和破坏教师：（重新）定义地位和安全如何影响进入和离开教学的轨迹

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-06-26 Epub Date: 2025-09-18 DOI: 10.1002/berj.70029

Emily MacLeod

{"title":"Teacher-makers and teacher-breakers: (Re)defining how status and safety influence trajectories into and away from teaching","authors":"Emily MacLeod","doi":"10.1002/berj.70029","DOIUrl":"https://doi.org/10.1002/berj.70029","url":null,"abstract":"This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment. These (re)definitions develop from analyses of data tracking 13 aspirant teachers throughout their education from age 10 and into their first career at age 22. Analyses using an identity lens demonstrate that teaching was constructed as a profession which afforded both respect (status) and minimal risk (safety) by all aspirant teachers in this study. These constructions, however, were relative and transitory; and were strongly shaped by participants' ages as well as the social inequities they experienced. Those who chose to pursue teaching by age 22 maintained or returned to their constructions of teaching as both high in status and safety. These findings suggest that the reasons why some people do not become teachers are not the same reasons why people report leaving teaching. The paper ends with recommendations for how to increase our focus on status and safety in future research and practice, as well as a call for future research to involve aspirant teachers.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1604-1628"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0