British Educational Research Journal最新文献

{"title":"‘These reforms have teeth’: The affective dimensions of teacher education policy enactment","authors":"Ian Cushing,&nbsp;Viv Ellis","doi":"10.1002/berj.70076","DOIUrl":"https://doi.org/10.1002/berj.70076","url":null,"abstract":"<p>The affective dimensions of education policy enactment have often received less attention in the research literature, especially regarding teacher education policy. This article reports on a study of the affective responses of university-based teacher educators in England to the significant initial teacher education reforms of 2019–2022: the Core Content Framework and the Market Review, and the associated inspection regime. Using data from focus group discussions with 42 university-based teacher educators across England, and drawing on affect theory (particularly from Moore) and Foucauldian explanations of power, we show how the fear of the material impact of executive or ‘sovereign’ power and the psychic fear associated with the teacher educators' sense of loss, as well as anger and disgust about the policy processes and the individuals associated with it, intersected to produce a dominant form of administrative compliance with the policies while leaving open or actively creating opportunities for forms of resistance to disciplinary power. While documenting the affective dimensions of an internationally significant education reform, the article also contributes to our understanding of the affective production and co-existence of compliance and resistance in the enactment of policy.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1919-1939"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324129","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}

{"title":"Making teaching more attractive: Promising evidence of impact from Australia","authors":"Jennifer M. Gore,&nbsp;Sally Patfield,&nbsp;Leanne Fray,&nbsp;Andrew Miller,&nbsp;Brooke Rosser,&nbsp;Matthew Harper","doi":"10.1002/berj.70151","DOIUrl":"https://doi.org/10.1002/berj.70151","url":null,"abstract":"<p>Sustaining teaching as a respected and attractive profession is more critical than ever, particularly as teachers' work becomes increasingly shaped by standardisation and accountability—conditions that have shown minimal positive impact while eroding the professional agency essential to job satisfaction. Drawing on a 15-year programme of research on the impact of an approach to professional development, known as Quality Teaching Rounds, including five randomised controlled trials and independent evaluations, this article examines how teaching can be made more appealing. QTR combines a research-based pedagogical framework, the Quality Teaching Model, with structured, collegial processes for observing, coding, and discussing lessons building on research on effective professional development. We identify four principles that underpin its potential in making teaching more attractive: recognising the realities of classroom life; providing clarity about what constitutes quality teaching; treating teaching as intellectual work; and showing respect for teachers. Together, these principles strengthen teachers' professional identities and job satisfaction, positioning teaching as complex, intellectually demanding, and socially vital work. We argue that improving the appeal of teaching requires attention not only to remuneration and working conditions but also to how pedagogy and professional development are conceptualised. The evidence presented here, showing the impact of QTR on teaching quality, teacher morale, self-efficacy, and student attainment, offers fresh insights for policymakers and practitioners seeking to address workforce challenges and elevate the status of teaching, with implications for recruitment, retention, and teacher well-being across diverse educational contexts.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1810-1825"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324151","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}

{"title":"Career motivations and perceptions of teaching of 16–19-year-olds in England and Wales","authors":"Sophie Thompson-Lee,&nbsp;Rebecca, J. S. Snell,&nbsp;Hui Wang,&nbsp;Robert M. Klassen","doi":"10.1002/berj.70034","DOIUrl":"https://doi.org/10.1002/berj.70034","url":null,"abstract":"<p>The current study provides an understanding of career-related motivations of 16–19-year-olds in schools and A-level colleges in England and Wales. The 672 participants (62% women) were asked to complete a modified version of the Motivations for Career Choice and the Persistence Research in Science and Engineering scales and provide comments on their perceptions of teaching as a career. Results showed that participants were most interested in entrepreneurial and technology-related careers, although results varied by gender, ethnicity and subject area focus (i.e., STEM vs non-STEM). Mean interest in teaching was low (2.87 on a seven-point scale), with a teaching career rated as the least preferred career option (of eight options) by men, ethnic minorities and STEM students. Intrinsic motivations, such as matching personal interests and the potential for excitement, were the most important factors when choosing a career. The prospect of working with children and adolescents and the influence of friends were rated as the least important motivators for our sample. Our results suggest that young people's preferred career motivations do not often align with the motivations associated with a teaching career. We did, however, identify subsets of our sample where the motivations for teaching as a career were stronger. We conclude by offering recommendations about teacher recruitment interventions that dispel some of the misconceptions young people hold about teaching.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1629-1651"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324305","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}

{"title":"Why do people choose to enter and exit the teaching profession? An interdisciplinary quantitative synthesis","authors":"Sam Sims,&nbsp;Harriet Lowes-Belk,&nbsp;Clare Routledge","doi":"10.1002/berj.70027","DOIUrl":"https://doi.org/10.1002/berj.70027","url":null,"abstract":"<p>Many nations experience recurring shortages of teachers in particular subjects, prompting concerns that pupils' education is suffering as a result. Researchers have responded by generating a sizable literature on the reasons for which people enter and exit the teaching profession. This paper provides a conceptual synthesis, distilling what we know into a single interdisciplinary model capturing influences on the decision (not) to teach. We then test and refine this model using a systematic review of survey experiments on job preferences among both teachers and potential teachers. Our final model shows good fit with the data, sheds light on the relative importance of different influences on job choice and can better inform the decisions of school leaders and policymakers looking to address teacher shortages.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1652-1676"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324465","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}

{"title":"The invisible costs of education reform: Understanding teacher deprofessionalisation in Thailand","authors":"Thornchanok Uerpairojkit","doi":"10.1002/berj.70033","DOIUrl":"https://doi.org/10.1002/berj.70033","url":null,"abstract":"<p>Thailand's education reform, formally initiated via the National Education Act 1999, has positioned teachers not only as the most important ‘implementers’ of policy but also as a profession in serious need of development. Its various measures include the re-professionalisation of the teaching profession, as well as the introduction of neoliberal mechanisms that make the work of teachers and schools more ‘visible’, ‘traceable’ and ‘manageable’. However, previous research, news coverage and public sentiment have indicated that teachers increasingly experience burnout, disempowerment and detachment from their professional identity and agency, with many leaving their jobs despite the benefits of being in the civil service. This paper draws on in-depth semi-structured interviews with 18 teachers, as part of a larger study examining teachers' deprofessionalisation in Thailand's basic education system. Informed by social constructionist, critical policy and policy ethnography perspectives, data analysis surfaced seven different but interrelated ways in which teachers experience deprofessionalisation. While many of these share similarities with neoliberal education systems of the Global North, they also demonstrate unique distinctions to the Thai teachers' experience arising from pre-existing power relations, bureaucratic structures, institutional cultures, social discourses, traditional expectations and a regime of ‘upward accountability’ operating throughout the education system. Informed by the centrality of bureaucratic structures and hierarchical relations, the 'upward' accountability, governmentality and performativity that teachers enact are directed towards those above them in the command chain, rather than market demands as is the tendency in the Global North. The deprofessionalisation experienced, then, is more a result of complying with (and pleasing) commander-supervisors than of working towards indicators per se. These insights offer a vivid account of how even the best-intentioned policies can have unintended, cumulative and lasting effects on the individuals critical to their enactment. They also make visible the challenges many teachers thought to be private and individual, offering a ‘vocabulary’ for understanding deprofessionalising experiences in more concrete terms.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1725-1748"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324230","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}

{"title":"Re-thinking teachers' professional development: An analysis of National Professional Qualifications for school leaders in England","authors":"Mark Innes,&nbsp;Elizabeth Gregory,&nbsp;Louisa Dawes","doi":"10.1002/berj.70088","DOIUrl":"https://doi.org/10.1002/berj.70088","url":null,"abstract":"<p>This article considers how teachers' professional development could be redeveloped to help address the current crisis in teacher recruitment and retention by offering greater intellectual rigour and more opportunities for intellectual growth. Our analysis is focused on the UK government's current policy for leadership development in schools in England. We conducted a content analysis of a sample of three of the framework documents published by the Department for Education to guide providers in delivering the suite of National Professional Qualifications (NPQs). To establish the content of the NPQ frameworks and assess the values and behaviours promoted by the qualifications, we analyse and discuss the data using a conceptual framework which considers the behavioural, attitudinal and conceptual dimensions of professional learning. We argue that NPQs, in their current form, may not be contributing sufficiently to making teaching an attractive profession in England due to limited opportunities for intellectual and attitudinal development. However, we identify opportunities to build on the existing suite of NPQs productively. We recommend that the behavioural vision of professional development presented by the qualifications is challenged to make the teaching profession more attractive to both new and existing teachers by fostering more intellectual and attitudinal components in their professional growth.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1768-1785"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148323989","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}

{"title":"Making teaching an attractive profession: What are the challenges and opportunities for minority ethnic teachers in England?","authors":"Antonina Tereshchenko,&nbsp;Feyisa Demie,&nbsp;Stephen Gorard,&nbsp;Yiyang Gao,&nbsp;Beng Huat See,&nbsp;Nadia Siddiqui","doi":"10.1002/berj.70073","DOIUrl":"https://doi.org/10.1002/berj.70073","url":null,"abstract":"<p>This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally did not face obstacles in securing classroom teaching roles, attributing this to staff shortages and, in some cases, schools' diversity goals. However, systemic barriers to career progression persist, with experienced teachers—particularly Black teachers—reporting racism and discrimination more frequently than their other ethnicity colleagues. Opportunities for improvement were identified by the presence of school diversity, especially in leadership, which was a promising factor in supporting the retention of minority ethnic teachers. The paper argues for structural change to ensure that recruitment efforts are matched by meaningful pathways to progression.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1878-1897"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324152","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}

{"title":"Framing the mobility of the educated: Brain-drain discourses among pre-service teachers in Türkiye","authors":"Barış Eriçok","doi":"10.1002/berj.70055","DOIUrl":"https://doi.org/10.1002/berj.70055","url":null,"abstract":"<p>This study examines how pre-service teachers in Türkiye make sense of ‘brain drain’. A qualitative descriptive case design analysed 52 written responses to an open-ended form. Reflexive thematic analysis was read through Fraser's social-justice lens (redistribution, recognition, representation) and Lee's push–pull model; the code–to–theory crosswalk appears in Appendix Table A1. Findings show that pre-service teachers frame mobility as a response to economic insecurity and to structural conditions—perceived meritocracy failures, constrained rights/voice and limited professional growth. Three clusters emerged: perceptions (quality-of-life comparisons alongside concerns over freedom, recognition and dignity, plus ethical dilemmas—patriotism vs the right to leave); motivations (low purchasing power, career development via language gains and international exposure, together with systemic distrust); and barriers (family/belonging and a guarded belief in reform), with language and finance operating as intervening obstacles that delay rather than erase intentions. Foregrounding justice claims within a classic push–pull frame, the study shows that mobility talk is normatively charged and structurally situated: redistribution, recognition and representation map onto origin stressors (O−), destination attractions (D+) and feasibility constraints (IO), moderated by personal factors (P±). Substantively, intentions form at the intersection of dignity-seeking and opportunity structures; obstacles shape timing more than direction. Practically, teacher-education providers and employers can pair material improvements with credible voice and recognition (transparent pathways, participatory councils) and broaden low-stakes internationalization to turn intent into circulation—short exchanges, virtual/blended mobility, targeted language bursaries, supervised overseas practicum and diaspora mentoring.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1111-1133"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039777","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}

{"title":"The professionalisation of teachers in France at a time of new reform: A comparative perspective of teacher-trainers and students in pre-service training","authors":"Eric Maleyrot,&nbsp;Thérèse Perez-Roux","doi":"10.1002/berj.70044","DOIUrl":"https://doi.org/10.1002/berj.70044","url":null,"abstract":"<p>The latest reform of initial teacher education (ITE) in France, introduced in 2021, aims to make teacher training less theoretical and therefore more ‘practical’. New elements, such as the replacement of the Écoles Supérieures pour le Professorat et l'Éducation (ÉSPÉs) by the Instituts Nationaux Supérieurs du Professorat et de l'Education (INSPÉs), the creation of a contractual student status and the moving back of the recruitment exam to the end of the Master's course have affected the process of professionalising future teachers. Within this context, this paper looks at the similarities and differences between the perceptions of trainers and students regarding training. From a methodological point of view, two questionnaire surveys were conducted in 2022 by the same team of researchers: among INSPÉ trainers (<i>N</i> = 725) and students intending to teach at primary and secondary level (<i>N</i> = 938). The results show variations in the perceived usefulness of training content and the ways in which theory and practice are linked. Students prioritise the practical dimension of the profession to the detriment of reflective or research approaches. The time constraints imposed by concurrent logics (professionalisation, universitarisation, certification) point to the need to recreate spaces that articulate the diverse knowledge that is essential for building—or building oneself as—a competent professional.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"911-929"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039734","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}

{"title":"System failure? Exploring the interplay of fear of failure, competition, cooperation and sense of belonging in education in England and Flanders","authors":"Carolyn Jackson,&nbsp;Mieke Van Houtte","doi":"10.1002/berj.70043","DOIUrl":"https://doi.org/10.1002/berj.70043","url":null,"abstract":"<p>Fear of failure is damaging in a host of ways yet is rife in many schools. Drawing on self-worth theory, we explore whether fear of academic failure is higher in education systems with features that increase students' experiences of competition. To do this, we compare two very different education systems: England, where, for instance, national high-stakes tests are frequent; and Flanders, which had no national testing. Using PISA data generated in 2018, we explore whether and how fear of failure is associated with competition, as well as if and how perceived cooperation and sense of belonging play a role. <i>t</i>-Tests (SPSS) of data of 5242 English and 4882 Flemish students show that, on average, English students display more fear of failure, report more competition in school, are more competitive, perceive less cooperation and report less sense of belonging than Flemish students. Multilevel analyses (HLM7.0) show that the association between region and fear of failure is explained partly by students experiencing more competition in England. We conclude that, to reduce fear of failure, it is important to create education systems that de-emphasise competition (e.g., by reducing high-stakes testing) and that instead foster cooperation and a sense of belonging. Reducing fear of failure is particularly important right now as there are mounting concerns in many countries about increasing mental health problems among young people.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1196-1218"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039958","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}