This paper is an extension of a conversation begun at the CARN 2020 Conference. It outlines how an accelerated, rushed lifestyle impacts negatively on almost every aspect of life. In education, the fast-paced life is reflected in the trend towards incessant production. This trend impacts negatively on the lives of university lecturers,…

In an effort to scale success, many schools codify various practices to replicate them across schools. While such codification and replication can help scale success, scaling success often comes with numerous negative externalities such as a reduction of autonomy and burdens on successful educators. Based on real events and educators, this case…

This article argues that it is only possible to teach without dread today if one does not value academic freedom. For these people, it is perfectly acceptable to be told what course they will teach, the content of those courses, and the modality of instruction. If one does not care about such things, then neoliberal academe with regard to teaching…

Contributing to a scientific field is not always a scenic route. One cannot always act in the world according to the posted signs others have thought constituted relevant information. In doing so, one would prevent itself from taking uncharted roads with possibly much to discover. This autoethnographic journey of a didactician of mathematics tells…

This article addresses the ethical question concerning how educational research helps immigrant teachers gain authority and ownership over their self-understanding and self-becoming. By critically examining prior research and analysing the dominant discourse surrounding this specific group, we highlight the limitations and ethical implications of…

Teacher educators and teacher education scholars can play a critical role in challenging how society views the work of teachers and their role in society. To improve the morale of current teachers and attract teachers who see their work as intellectual and driven by educational justice, teachers' work and the structures that support them need to…

Teacher's professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided…

Should education serve external goals, or should it be non-instrumental? In this paper, I recognize a tension between these two views with respect to the question of the end and the means in education, and I suggest conceptual and practical ways to handle this tension. The paper comprises two parts: the first part discusses the problem, and the…

This chapter presents three Chinese teachers' narrative accounts about how they live in dilemmatic spaces due to excessive entitlement. Still, the teachers move forward with transformative agency. The thick description of the three teacher participants has been reported elsewhere as the narratives of Lee -- a math teacher, Ping -- a Chinese…

Scholars have analyzed debates about controversial faculty speech inside and outside of the classroom, but none have paid close attention to the facet of academic freedom related to professors' decisions about daily teaching methods. This omission, along with obstacles to enacting pedagogical norms, has caused the scholarly community to overlook…

Teachers are necessarily free. The present article discusses the dual meaning of this necessity. The first meaning relates to freedom as an inevitable aspect of the actual reality in the classroom (the "is"); the second to teachers' freedom as the ideal condition, or a prerequisite for optimal teaching (the "ought").…

While coaches can have a positive impact on teachers' practice and students' learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers' classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie…

In predominantly white and affluent communities, it is a common belief that race and racism are irrelevant because there is little to no racial diversity in these communities. Elyse Hambacher and Denise Desrosiers describe how a New Hampshire school district in a mostly white community navigates teaching and leading for social justice despite…

Most teachers have limited flexibility in terms of their schedules, their opportunities for professional learning and collaboration, and how they use their time. However, recent data suggests that rethinking teacher time could be important to improving teacher recruitment and retention. How can districts and schools provide teachers more…

To what extent can teachers' involvement in knowledge-producing activities be enhanced through collaboration with researchers? This article reports on two teacher-researcher collaborative didactic development projects in Sweden and Finland. By using the theory of practice architectures, the aim is to explore how teachers' knowledge contribution…