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This module connects students’ prior learning in Education Studies specifically to policy and research relating to the role of the teacher. Drawing on both policy and academic literature from the UK and from elsewhere in the world, the module examines key themes, issues and debates, including teacher recruitment, training and retention; the measurement of teacher quality and effectiveness; and the teacher’s role in achieving social justice. The module will include discussion of the role of teachers in high-, middle- and low-income countries. Students will develop their ability to critically analyse education policy and to write for academic and policy audiences. The module is particularly likely to be of interest to those considering a career in teaching or in education policy.Ìý

Teaching Delivery: This module is taught in 10 weekly lectures and 10 weekly seminars.ÌýÌý

Indicative Topics:Ìý

• The good teacherÌý
• The developing teacherÌý
• The effective teacherÌý
• The research-engaged teacherÌý
• The human teacherÌý
• The resilient teacherÌý
• The professional teacherÌý
• The inclusive teacherÌý
• The teacher as change agentÌý
• The teacher in policyÌý

[Indicative lecture topics, based on module content in 2023/24, subject to possible changes]Ìý

Module Aims:Ìý

• To consider critically the concept of a ‘good teacher’ and how this has been constructed in different ways.Ìý
• To deepen students’ understanding of the multifaceted nature of teachers’ roles and work.Ìý
• To engage with key debates about the nature of teachers and their work, and how these develop from and influence policy around teachers and teaching.Ìý
• To develop and argue their own connections between educational research and theory and policy in relation to the lives and work of teachers.Ìý
• To develop writing skills for policy and academic audiences.Ìý

Recommended Readings:ÌýÌý

• Raewyn Connell (2009) Good teachers on dangerous ground: towards a new view of teacher quality and professionalism, Critical Studies in Education, 50(3) pp. 213-229.
• Geoff Whitty (2013) Education(al) research and education policy making: is conflict inevitable? British Educational Research Journal, 32(2) pp. 159-176.Ìý