In this narrative, combining elements of autobiography and of argument, I set out to do three things. First, I tell a story of one young person's journey into teaching (and, in due course, into teacher education). It's my story of my journey, but I hope it can shed a little light on others' journeys and on the possibilities for such journeys.…

This bibliometric analysis seeks to understand the evolution of teacher work culture (TWC) publications from 1993 to 2023. Keywords, authors, citations and geographic distribution from 3424 documents were extracted, with data from the SCOPUS database. Descriptive statistics and co-occurrence analysis were utilised to respond to the research…

Purpose: The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the…

Through a dynamic interplay of philosophical analysis and fine-tuned fieldwork, this dissertation seeks to bear witness to the presence and power of the "personal core of teaching," a dimension of education that, I argue, is of utmost importance, but which remains largely undervalued by educational policymakers and underexamined by…

Professional development and mentorship are key supports designed to facilitate growth and acclimation to the teaching profession as well as foster the stability and success of new educators. However, both fields of study have been occupied by a normalization of whiteness and white teachers, which often neglects the experiences, perspectives, and…

This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice,…

Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation…

In recent decades, there have been policy changes affecting School-Age Educare (SAE) teachers in Sweden. Today, SAE teachers must be aware of the historical underpinnings, educational policy aims, and a 'new' undergraduate teacher education program. The aim of the present article is to explore in what way SAE teachers, graduated from the basic…

This study aimed to identify the views of educators on the status of the teaching profession taking into consideration the enacted Teaching Profession Act (TPA) in Turkey. The study aimed to reflect the views of participants from different backgrounds as much as possible. A qualitative research pattern and a case study model were adopted. The…

Studies in the context of the professionalisation of the teaching profession in Turkey mainly focus on policies and practices for teacher training in the Republican Period. However, the practices and policies in the last period of the Ottoman Empire for training modern teachers, which have an extensive historical background for the…

Developing effective models for teacher preparation is an ongoing challenge for teacher educators. Such models require meticulous attention to both content and pedagogy and to the way these components manifest a professional vision, with an understanding that a programme's content and pedagogy not only shape an image of the ideal teacher but are…

This book offers deep insights into the agencies of teaching--pedagogies, professional identities, and knowledge--in the English further education (FE) sector. The sector's porous, inclusive, diverse, and prominent features of vocational offers have led to it being overlooked and misunderstood by policymakers. To rectify this misconception and…

Teachers typically do not enter the profession with an inkling that they will become involved in recurring conflict. In fact, Collinson and Cook (2007) suggested that teachers often prefer working alone and in their own classroom, at least in part because they are often conflict-avoidant. Whereas schools were comparably conflict-free 30 years ago…

In this large-scale qualitative study, we use an emergent design to explore pre-service teachers' (PST) motivations to enter the profession. We open-code 2,798 PSTs responses to the directive, 'Explain why you decided to become a teacher', given over the course of a six-year period from one large Texas teacher preparation programme. Using constant…

The quality of teacher education plays an important role in improving the quality of general education. The model of teacher education is also different in countries around the world, and for each model, training teachers suitable for teaching profession is always a matter of concern in the training programs of universities. The paper analyzes the…