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Caught in the crisis: Early career mathematics teachers’ perceptions of research and practice beyond Initial Teacher EducationThis study aims to represent six early career mathematics teachers’ perceptions of their experiences relating to their first steps into mathematics teaching posts leaving Initial Teacher Education (ITE) behind them. Situated in a time of unprecedented political intervention into frameworks for ITE and early career teacher development, which has been mandated explicitly for the first time, and when recruitment and retention is at crisis level, this interpretive practitioner research focused on specific aspects of the lives of the early career teachers in their own environment, with the aim to further understand the experiences they shared and to develop an understanding of the complexities of professional learning for early career mathematics teachers. The study uses a democratic pedagogy lens as a means of interrogating the early career teachers’ perceptions of how they developed their professional knowledge focusing on the ways they were able to interpret mathematics education research that informed their practice during the Post Graduate Certificate in Education (PGCE) and whether teacher education has empowered them as decision makers in their own classrooms. Through semi-structured interviews with the early career teachers at two points in their first year the findings were analysed using reflexive thematic analysis involving the use of data coding to develop themes which represented the social and political experiences the early career teachers described. This study highlighted tensions between mathematics education research and the political and policy driven regimes present in our education system which have directly impacted the early career teachers’ professional development opportunities and raised the question of whether mathematics teacher education is in crisis.
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Leader’s emotional agility: Scale validation and psychological correlatesPurpose: This study aims to develop and validate the Emotional Agility Scale for leaders by expanding and re-conceptualising the emotional agility subscale of the Agile Leadership Scale, and to examine its demographic and psychological correlates. Design/methodology/approach: The scale was extended based on theory, expert input, and qualitative data collected through open-ended questions. Exploratory and confirmatory factor analyses were conducted using evaluations provided by followers of school leaders. Multiple validity types, including construct and convergent validity, were assessed. Findings: Factor analysis of the Emotional Agility Scale (EAS) for leaders revealed a two-factor structure, distinguishing Team-Oriented EA and Personal EA. Correlational analyses showed that female managers scored significantly higher on Team-Oriented EA (r = 0.23, p = 0.01) and total EA (r = 0.22, p = 0.01), while higher perceived stress was negatively associated with Team-Oriented EA (r = -0.28, p < 0.01) and total EA (r = -0.24, p < 0.01). Additionally, older managers scored significantly higher on Personal EA (r = 0.22, p = 0.01), indicating age-related improvements in self-regulatory emotional competence. Originality: This is one of the first validated tools tailored for educational leaders’ emotional agility. Incorporating follower perspectives enhances ecological validity. The scale provides a practical resource for leadership development and educational management.
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What can higher education leadership learn from the further education sector?The Senior Editors of the Journal of Further and Higher Education (JFHE) are offering a series of editorials to celebrate the journal's vitality. In this editorial, we explore the extent to which the Journal of Further and Higher Education consider the symbiotic nature of further and higher education institutions. In doing so, we will focus on the UK as an example of the challenges that both sectors face and identify how higher education can possibly learn from the challenges faced in the further education sector. While this editorial is primarily UK-centric, we challenge readers to consider how widespread these factors are in their own countries.
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Designing for Engagement: A Systematic Literature Review of Multimodal E-learning in TVET and Post-Compulsory EducationThis systematic literature review investigates how multimodal instructional design in asynchronous e-learning environments influences motivation, engagement and knowledge retention amongst adult learners. Grounded in Cognitive Load Theory (CLT), the review explores how digital instructional strategies can be optimised for inclusive and cognitively efficient learning in the context of Technical and Vocational Education and Training (TVET) and post-compulsory education, within the human-centric framework of Industry 5.0.Fourteen databases were searched for peer-reviewed English-language studies published between 2019 and 2024. Sixty-five studies met the inclusion criteria focusing on adult learners, multimodal strategies, and asynchronous digital delivery. Study quality was appraised using the CRAAP framework. The thematic synthesis was situated within an interpretivist paradigm and analytically framed by Cognitive Load Theory. Six core themes emerged: inconsistent instructional design; barriers to lifelong learning; motivation and engagement challenges; continued reliance on learning-styles approaches; the cognitive benefits of multimodal strategies and limited attention to workplace learners. Findings reinforce the value of CLT-aligned multimodal design for improving engagement, retention, and inclusivity, while highlighting the need for more context-sensitive and practitioner-informed approaches. This review addresses the under-representation of adult and TVET learners in asynchronous, multimodal e-learning pedagogy research, offering practical and theory-informed insights for educators, instructional designers and learning-and-development professionals. Although the evidence base is still emerging, particularly regarding longitudinal workplace studies, the review provides new direction for inclusive, cognitively efficient instructional design. No external funding was received, and the review was not pre-registered.
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Beginning mathematics teachers’ values and beliefs about pedagogy during a time of policy fluxThis study interrogates how beginning secondary mathematics teachers align their beliefs with their practice when they justify their pedagogical choices in the context of recent English mathematics education policy which is strongly influenced by approaches to mathematics teaching in Shanghai and Singapore currently referred to as ‘mastery’ approaches. It seeks to understand beginning teachers’ perceptions and understandings of these approaches and the extent to which they recognise aspects of ‘mastery’ in practice. In setting the context, pre-service teachers’ beliefs were surveyed and found to be congruent with constructivist approaches to learning. We then draw on qualitative data from semi-structured interviews secondary mathematics teachers in their first year post-qualification. The interviews were designed to interrogate and capture understanding of the features of mastery within their own classrooms. By using vignettes to capture participants’ beliefs, our aim was to present a ‘more nuanced understanding of the phenomena’ (Skilling and Stylianides in Int J Res Method Educ 43(5):541–556, 2019, 10.1080/1743727x.2019.1704243). The analytical framework developed draws on Guskey’s (In: Wright J (ed) International encyclopedia of the social & behavioural sciences, 2015, vol 14, 2nd edn, Elsevier, pp 752–759) interpretation of Bloom’s theory of mastery learning together with features of mastery learning in mathematics articulated by Drury (How to teach mathematics for mastery, 2018, Oxford University Press) and Boylan et al. (Edu Sci 8(4):202, 2018, 10.3390/educsci8040202). This posed a research design challenge given the variation in interpretation of mastery learning as it is understood in practice. The data exposes differences in the interpretation of mastery approaches in the settings where they learn to teach, as well as the tensions that arise between beginning teachers’ beliefs, practice, professional knowledge and agency in their developing classroom roles.
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Meaningful mentor developmentMentors can be powerful agents of learning, but their mere presence does not guarantee the progress of an Associate Teacher. To be effective, mentors must be prepared for and supported in their role; however, an understanding of this provision is often lacking. This paper aims to identify and examine meaningful aspects of mentor development. More specifically, it seeks to analyse how mentors have experienced mentor development programmes and what they perceive as valuable and meaningful provision. Semi-structured interviews were used to gather data from 12 primary and 15 secondary mentors from within the same university Initial Teacher Education partnership in the north-west of England. Reflexive thematic analysis was then used to interrogate the data and identify patterns of response. While provision can manifest in various ways, meaningful mentor development was found to be purposeful, personalised, collaborative, developmental, dialogic, and ethical. Programmes that embody these characteristics are more likely to engage mentors in professional learning and help them develop their identity as mentors, along with the knowledge and skills needed to undertake the role.
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Editorial: Global outreachThe Senior Editors of the Journal of Further and Higher Education (JFHE) are offering a series of editorials to celebrate the vitality of the journal. The second of these editorial essays explores the extent to which the Journal of Further and Higher Education reaches and represents a global audience.
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We need to talk: a reciprocal approach to literacy and physical educationBackground: This study explores how the reciprocal teaching style can support literacy development in secondary Physical Education (PE), particularly for pupils with English as an Additional Language (EAL). Set within the context of initial teacher training (ITT) in England, the research addresses the challenges PE Associate Teachers (ATs) face in meeting the literacy development requirements outlined in the Initial Teacher Training and Early Career Framework (ITTECF). Method: The study generated qualitative data from 47 PE ATs from three consecutive cohorts in a postgraduate ITT programme in north-west England. All ATs were introduced to the Reciprocal Style through university training and supported in applying it during school placements. Data were gathered through post-implementation questionnaires and follow-up semi-structured interviews with 15 ATs at the end of their training. The questionnaires captured immediate perceptions, while the interviews provided deeper insights into the ATs’ experiences and reflections. Reflexive thematic analysis was used to analyse the data, identifying recurring themes and patterns that reflected the ATs’ perceptions of the reciprocal teaching style’s impact on pupil literacy and communication skills. Results: The findings revealed that ATs adopted the Reciprocal Style as a strategy for inclusion, particularly when teaching EAL pupils. Key outcomes included: (1) The Reciprocal Style integrated oracy, reading, and comprehension into PE lessons, and enabled pupils to practice keywords in context. (2) Bilingual reciprocal cards, combining pictures and text in pupils’ first and second languages, minimised language barriers and maintained cognitive challenge for EAL pupils. (3) Structured peer feedback provided authentic opportunities for active language practice and development. (4) EAL pupils experienced a meaningful, low-pressure environment for language learning, where they could access support without being singled out. Despite its benefits, the style was underused due to preparation demands and pupil readiness. ATs often reserved it for high-need groups, highlighting a tension between pedagogical potential and practical constraints. Conclusion: The reciprocal teaching style was perceived by PE ATs as a valuable method for integrating literacy into a practical subject. It was particularly effective for EAL pupils due to its combination of visual cues, structured interaction, and adaptable resources. Although the style requires preparation, it aligns well with ITTECF requirements and the aims of inclusive pedagogy. The Reciprocal Style may be one way of overcoming language barriers and helping PE ATs meet the learning needs of an ever-changing and increasingly diverse pupil population.
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Emotional agility among clinical line managers in the VUCA worldPurpose: Emotionally agile leadership is increasingly recognised as essential for effective leadership in today’s volatile healthcare environments, where emotional complexity and rapid change prevail. However, little is known about pre-registration nurses’ perceptions of these behaviours during clinical placements. This study examines emotional agility (EA) behaviours among clinical line managers (CLMs) from the perspective of pre-registration nurses in the UK. Design/methodology/approach: The study adopts a mixed-methods approach, combining quantitative survey data (N = 421) with a thematic analysis (N = 17) of open-ended and text-based questions. Findings: Findings generally suggest that emotionally agile leadership – characterised by flexibility, emotional acceptance and responsiveness – positively shapes pre-registration nurses’ well-being and clinical experiences. Regression analysis revealed that perceptions of EA varied by demographic factors such as gender, age, programme level and department. Qualitative insights reinforced the significance of emotionally agile behaviours in cultivating value-driven and emotionally engaging learning environments within the higher education context. This study contributes to the field of healthcare leadership by exploring nursing students’ perceptions of CLMs’ leadership behaviours, emphasising their practical relevance in clinical education settings in higher education. Originality/value: This study contributes to the field of healthcare leadership by providing empirical insights into pre-registration nurses’ perceptions of CLMs’ leadership behaviours during practice placements. It underscores the practical relevance of these behaviours in shaping students’ professional development and offers valuable guidance for both academic and clinical educators in reflecting on how their leadership approaches influence the growth of future nurses.
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Make university placements work for students and employersArticle for THE campus based on research exploring students' and employers' perspectives of placement on the Childhood Studies and Applied Psychology programme
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A tradition of dissent: Integrating social justice-oriented citizenship education through history teaching in secondary schoolsThis article examines the integration of social justice-oriented citizenship education (SJCE) into history teaching in secondary schools (ages 11–16), aiming to empower students with the knowledge, skills and dispositions necessary for active democratic citizenship. Grounded in the principles of SJCE, the article argues that history provides unique opportunities for fostering critical thinking, agency and a commitment to social justice. Through innovative pedagogical approaches, such as dialogic teaching and historical enquiry, history teaching can transcend rote memorization to critically engage with themes of inequality, resistance and societal change. By fostering empathy through historical narratives, such as the story of William and Ellen Craft, students can connect past struggles with contemporary social and political issues. The article concludes that integrating SJCE into history teaching can nurture reflective, active citizens capable of shaping a more equitable and democratic future.
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Trespassers Will Be Prosecuted: An Exploration of the Influence Research Engagement has on the Professional Identities of University-based Teacher EducatorsThis thesis explores how engagement both with and in research shapes the professional identities of those working within the highly regulated and politically contested landscape of teacher education in England (V. Ellis & Childs, 2023). It is grounded in the work of Pierre Bourdieu and draws on the conceptual tools developed in texts such as Homo Academicus (Bourdieu, 2007) and Outline of a Theory of Practice (Bourdieu, 1977), alongside contemporary and affective readings of his work by scholars including Threadgold (2020) and S. Ahmed (2014). Through this lens, the study interrogates the often-marginalised role that research plays in the professional lives of teacher educators (Nicholson & Lander, 2022), offering insight into how teacher educators position themselves as both producers and consumers of research. The thesis assumes that understanding the research engagement of teacher educators requires attention not only to external policies, institutional structures, and academic expectations, but also to the relational, emotional, and affective dimensions of research, all of which shape their evolving professional identities. The empirical research adopts a single embedded case study design, drawing on semi structured interviews with four experienced teacher educators based at a university in England. All participants work predominantly with beginning teachers and specialise in the primary age phase. Data were analysed using reflexive thematic analysis (Braun & Clarke, 2022), with the themes and codes generated, presented, and explored through the presentation of composite narratives. As discussed by Johnston (2024) and Willis (2019), this is an under-theorised but purposeful narrative approach for disseminating findings. Composite narratives present accounts of lived experience using the words of participants, rearticulated through the perspectives of imagined others. This method was chosen both to preserve participant anonymity and to present findings in a form designed to provoke reflection and resonance for the reader. The study exposes the considerable challenges teacher educators face in sustaining research engagement, which are exacerbated by ongoing systemic reforms and increasing accountability demands. Within this context, research often becomes secondary, as subtle forms of symbolic exclusion contribute to a sense of disconnection from the wider university. These challenges are not only structural but also deeply affective, as feelings of marginalisation, frustration, and diminished professional worth shape how teacher educators experience and enact their roles as researchers. The composite narratives illustrate how teacher educators navigate these pressures, often expressing frustration at the lack of time, institutional support, and recognition afforded to their research endeavours. Yet, despite these constraints, the narratives also reveal important signs of hope. Drawing on the concept of illusio (Bourdieu, 2007), the deep, often unexamined investment individuals make in a particular social field, the data point to a strong, enduring commitment to the belief that scholarly and educational work is inherently meaningful and worth pursuing. This thesis calls on the sector to engage in sustained dialogue about what it means to be a research-engaged teacher educator working within the university in the 21st century. It urges universities to recognise the distinct pressures facing teacher education and to consider how they might cultivate an academic culture that values and respects the contributions of those whose work bridges the arenas of schooling and higher education. At an individual level, it emphasises the importance of claiming the title of teacher educator and encourages practitioners to confidently assert their specialised role within the wider educational landscape.
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Alternative provision: The surge in demand and the role of remote online learning in creating capacityPurpose: The surge in demand for alternative provision (AP) necessitates that school leaders and educational practitioners overcome considerable challenges to secure high-quality, high-impact provision for a vulnerable and complex cohort of school-aged learners. The purpose of this study is to examine the national context based on secondary data analysis, before exploring the perspectives of leaders and practitioners on the use of remote online learning as a model for meeting demand. Design/methodology/approach: Having examined the national data available, grass-roots perspectives were gleaned through an exploratory research model. Survey and focus group data was thematically analysed to distil perspectives on the uses and challenges of remote online learning to create capacity. Findings: The findings of this study indicate considerable scope and potential for remote online learning as model for suitable and sustainable AP. However, there are challenges that mirror face-to-face provisions and should not be overlooked. Remote online learning does not offer a universal solution, but a viable option that can be deployed using professional judgement and an understanding of individual student needs. Originality/value: This exploratory paper contributes secondary analysis of the national data available, offers insights on the reasons for the demand for AP and highlights the challenges faced by those working within the sector. This study offers practitioner perspectives from those pioneering the use of remote online learning in AP.
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Mobile Heritage Walking and the Environment through Future and Historical PerspectivesProceedings of a conference held by One by Walking at Hanaholmen Cultural Center for Sweden and Finland in Helsinki, Finland, 16-17 September 2024. The conference addresses issues regarding the significance of walking for cultural heritage and conservation concerns. These include the need to redefine the right of public access to land, ideas of what constitutes a future good life, and novel conceptions of life in the “great” outdoors.
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How do English teachers negotiate their identity in the context of the “knowledge rich” curriculum?This thesis explores the human impact of policies that positioned English at the heart of the National Curriculum and of the accountability and inspection frameworks shaping secondary teachers’ work. At the core of this work is the impact that implementing policy has had on a group of English teachers, on their experiences, subjectivities and the way they know themselves, negotiate and construct their identities in relation to the “knowledge rich” curriculum. The study combined a social constructivist (Cresswell & Poth, 2018) and social realist ontology (Lawson, 2012), seeking a range of views whilst taking a position that there are aspects of our reality which are shared and objective, namely policy. A range of policy was scrutinised to interrogate the conditions which precipitated the so-called “knowledge rich” curriculum and the accountability structures which maintained it in schools, how this relates to traditions and accepted practices within the teaching of English and the potential for how this might impact upon how English teachers negotiate their identity. Semi-structured interviews were conducted with eight participants: two trainee teachers; two undertaking their ECT training, in their first year of teaching; two experienced teachers with more than fifteen years service and two retired teachers. Participants worked, or are working in, a range of secondary school settings in England. Thematic analysis (Braun, Clarke, & Hayfield, 2022) was used to determine key aspects of their experiences: how they construct their identities within their own personal narratives; their beliefs and perceptions of English as a subject and their views on knowledge and the curriculum. Critical Discourse Analysis (CDA) (Fairclough, 2010) was used to analyse the words of participants, considering how their language reflected the ideologies and discourses which constituted their experiences and understandings. A significant and original contribution to knowledge is constituted by the critical examination of how policy and accountability frameworks function as regimes which construct, constrain and fragment the professional identities of English teachers. The combination of thematic analysis and CDA, and the foregrounding of the voices of English teachers across career and generational stages reveals a complex contradiction: teachers often resist the imposed curriculum in discourse, yet simultaneously reproduce its traditional, canonical, structures in practice. The tension that exists between resistance and reproduction has not previously been articulated in research on English teacher identity. This, in turn, challenges the assumption that English as a discipline is inherently radical or progressive, showing instead how both policy and disciplinary culture act as regulatory forces. Finally, the study offers a methodological contribution by demonstrating how insider research, grounded in close discourse analysis can reveal deeper, unspoken dimensions of policy impact at the level of subject specific identity offering a new lens through which to examine performativity, power, surveillance, identity and professional subjectivity in English education.
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Scouting and Guiding in Britain: The Ritual Socialisation of Young PeopleReview of Catherine Bannister's 2022 book, Scouting and Guiding in Britain: The Ritual Socialisation of Young People.
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The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach gamesThis study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
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Enhancing social mobility in the digital learning ageThe following paper was commissioned by RISE to investigate digital learning in the HE sector within the context of social mobility, which is central to our ethos. We set out to investigate: what is likely to be the future of digital learning and where is the pressure coming from for this to develop and evolve?
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"I am because we are": Ubuntu as a framework for social capital building among Black Women in the academyUbuntu, an African philosophy centered on interconnectedness and mutual care, offers a transformative framework for addressing systemic inequities in academia (Dillard and Neal, 2020; Letseka, 2012). Its ethos is the interdependence of individuals and the importance of fostering shared humanity to uplift all members of a community (Mbigi and Maree, 1995; Letseka, 2012). This philosophy challenges the individualistic paradigms that dominate many academic environments, particularly in the West (Metz, 2017). Research continues to evidence that Black Women face significant systemic barriers in the academy, including underrepresentation in faculty and leadership roles, exclusion from traditional mentorship networks and limited access to professional opportunities (Patton and Catching, 2009; Collins, 2000). In 2022–2023, only 0.2% of professors in the UK were Black Women, with just 60 out of 24,405 professor positions held by them (HESA, 2024). These stark disparities underscore the urgent need for Ubuntu-inspired approaches to academic equity. This paper proposes that embedding Ubuntu’s principles into higher education policies and structures could foster mentorship, collaboration, and social capital, creating equitable networks that empower marginalized voices. Ubuntu’s holistic approach addresses inequities while promoting inclusivity and collective progress, paving the way for systemic transformation in higher education.
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Place characteristics that determine citizens’ nature experiences in urban open spaceUrban open spaces (UOS) as everyday accessible environments are important for citizens’ nature experiences. Rich perceptions of nature reflected in emotions may facilitate a positive human–nature interaction. However, current survey methods do not capture citizens’ emotional nature perceptions. Humans’ emotional perceptions can be captured through arts-based methods such as storytelling but that has not been empirically tested in UOS. In addition, the characteristics of UOS that contribute to such perceptions are unknown. The aim was to explore citizens’ place-inspired perceptions to identify the characteristics that build positive experiences of urban nature. Therefore, UOS characteristics contributing to nature experiences were identified through citizens’ place-inspired stories. We applied digitally enabled spontaneous self-articulated in situ storytelling (DESIS storytelling) at 100 benches located in places with diverse characteristics in Espoo city in the capital region of Finland. We sampled all the 2368 digital clips of stories reflecting perceptions of the100 places. We also performed field observations about the characteristics of 22 places representative of the physical diversity and half of the clips of stories to examine the extent to which citizens’ perceptions of the places depended on the physical characteristics. The results indicated that the arts-based method of DESIS storytelling enables the capture of emotional nature experiences that acknowledge place-based characteristics, contributing to a stronger human–nature connection. Physical characteristics such as scenic views and sheltered environments tended to enrich nature experiences. Mysterious nature elements, in particular, facilitated emotional and embodied perceptions, which playing activities tended to decrease. The findings help to successfully design and manage places that enhance citizens’ connection to nature and encourage a more sustainable urban future.
