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The New Professionalism and the Future of Teaching project has devised a theoretical framework that allows stakeholders in education to construct a shared vision on what the teaching profession could look like in the future. This study in Wales seeks to anticipate and increase deeper, structured thinking about medium- and long-term scenarios for teacher professionalism and empowerment. Potential benefits for the system include long-term strategic thinking regarding the Welsh teacher workforce and finding solutions to issues that transcend the short-term. The results of the study point to mobilising community as a strength, building on professional learning and schools as learning organisations and introducing flexible pathways and diverse career opportunities as elements of specific importance in thinking about the possible future of the teaching profession in Wales.

This paper seeks to understand what digital schooling platforms do to teacher professionality; that is, the combination of professional knowledge, discretion and responsibility that enables a teacher to be professional. Specifically, we explore how the European Commission's (EC) teacher professional learning platform eTwinning promotes a projectified (i.e., project-focused) and platformed (i.e., largely occurring on digital platforms) version of teacher professionality. Informed by recent thinking around 'projectification'; that is, the ability of the project form to shape work practices, as well as the topological nature of timespace within a project, we argue that projectified teacher learning and professionality are now constituted through platform dynamics as a perpetual project-in-itself. As such, the projectified teacher is left simultaneously in-time (i.e., within the bounds of the project timespace) and out-of-time (i.e., out of possibilities of progress that can exist outside of the project), and thus faces the insuperable task of never-ending self-improvement through and as the project form (teacher-as-project). (DIPF/Orig.).

Die Mobilität von Lehrkräften wird in der erziehungswissenschaftlichen Migrationsforschung in Deutschland fast ausschließlich im Hinblick auf neu zugewanderte und von Rassismus bedrohte oder betroffene Lehrkräfte thematisiert. Im Gegensatz dazu konzentrieren wir uns in diesem Beitrag auf Lehrkräfte, die der Mehrheitsgesellschaft angehören, aus Deutschland migrieren, um für eine befristete Zeit an einer Deutschen Schule im Ausland zu arbeiten, und anschließend wieder zurückkehren. Dazu stellen wir zwei Fallstudien von Lehrkräften vor, die 2016 im \"kurzen Sommer der Willkommenskultur\" (Behrensen & Westphal, 2019, S. 3) aus dem Auslandsschuldienst nach Deutschland zurückgekehrt sind, eine Lehrkraft aus der Türkei, die andere aus den USA. Mit der Grounded Theory (Charmaz, 2014) als übergeordneter Methodologie verbinden wir die beiden Fälle, die aus unterschiedlichen empirischen Daten rekonstruiert wurden: In einem Fall stützen wir uns auf ein biographisch-narratives Interview und fokussieren auf die Selbstdeutungen der Rückkehrerin. Im anderen Fall nutzen wir ethnographische Daten, um praxeologische Perspektiven auf die Unterrichtspraxis einer zurückgekehrten Lehrerin zu eröffnen. Indem wir diese unterschiedlichen Perspektiven auf Rückkehrerinnen von deutschen Auslandsschulen einnehmen, kontrastieren wir das Potenzial transnationaler Berufsbiographien, insbesondere im Hinblick auf mehrsprachige Bildung (García, 2009; García & Li Wei, 2014), mit dem Risiko ihrer Nichtanerkennung durch den monolingualen Habitus (Gogolin, 2008) des deutschen Schulsystems. (DIPF/Orig.). In Germany, the mobility of teachers is almost exclusively discussed in the discourse of educational migration research with regard to newly arrived teachers and teachers who belong to an ethnic minority. In contrast, we focus on teachers who emigrate from Germany to work at a German school abroad for a maximum of seven years and then return. We present two case studies of teachers who returned to Germany in 2016, hence in the period after the \"short summer of welcome culture\" (Behrensen & Westphal, 2019, p. 3), one from Turkey and the other from the USA. Different types of empirical data are being analysed, following Grounded Theory Methodology as outlined by Kathy Charmaz (2014): In one case, we draw on a biographical narrative interview and focus on the returnee's self-interpretation. In the other case we use ethnographic data to open up praxeological perspectives on the teaching practice of a returned teacher. By taking these different perspectives on returnees from German schools abroad, we contrast the potential of teacher mobility, especially with regard to multilingual education (García, 2009; García & Li Wei, 2014), with the risk of denied recognition due to the monolingual habitus (Gogolin, 2008) of the German school system. (DIPF/Orig.).

In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as ‘common’ or ‘posh’ still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta’s research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one’s accent to meet someone else’s standard for what is ‘linguistically appropriate’, in terms of how such modified accents impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as ‘selling out’?

Literacy education has historically characterized mass media as manipulative towards young people who, as a result, are in need of close-reading \"skills.\" By contrast, Pop Culture and Power treats literacy as a dynamic practice, shaped by its social and cultural context. It develops a framework to analyze power in its various manifestations, arguing that power works through popular culture, not as everyday media. Pop Culture and Power thus explores media engagement as an opportunity to promote social change. Deeming pop culture as an opportunity rather than a threat, Dawn H. Currie and Deirdre M. Kelly worked with K-12 educators to investigate how pop culture can support teaching for social justice. Currie and Kelly began the research for this project with a teacher education seminar in media analysis where participants designed classroom activities using board games, popular film, music videos, and advertisements. These activities were later piloted in participants' classrooms, enabling the authors to identify and address practical issues encountered by student learners. Case studies describe the design, implementation, and retrospective assessment of activities engaging learners in media analysis and production. Following the case studies, the authors consider how their approach can foster ethical practices when engaging in the digital environment. Pop Culture and Power offers theoretically-informed yet practical tools that can help educators prepare youth for engagement in our increasingly complex world of mediated meaning making.

Trend statistics reveal a striking reversal of a gender gap that has once favoured males: girls have surpassed boys in many aspects of the educational system. At the same time, the share of female teachers has grown in almost all countries of the western world. There is an ongoing, contentious debate on whether the gender of the teacher can account, in part, for the growing educational disadvantage of males. In this study, we use large-scale data from IGLU-E, an expansion of PIRLS in Germany, to estimate whether there is a causal effect of having a same-sex teacher on student outcomes. We estimate effects for typical 'female' subjects and typical 'male' subjects as well as for different student outcomes (objective test scores and more subjective teacher's grades). We find virtually no evidence of a benefit from having a same-sex teacher, neither for boys nor for girls. These findings suggest that the popular call for more male teachers in primary schools is not the key to tackling the growing disadvantage of boys.

This paper examines the first mandatory Black history curriculum in a US public school system, implemented in Chicago Public Schools between 1942 and 1945. Researched and designed by Madeline Morgan, the curriculum supplemented existing social studies lesson plans with Black people's contributions to US society. How did she win approval for the curriculum in this highly segregated and inequitable city? The commitment of Morgan and her network of Black women educators to “intellectual emancipation” during the 1940s aligned with white schoolteachers and administrators’ interest in promoting interracial tolerance in the US during World War II.

Asma Sayeed's book explores the history of women as religious scholars from the first decades of Islam through the early Ottoman period. Focusing on women's engagement with hadīth, this book analyzes dramatic chronological patterns in women's hadīth participation in terms of developments in Muslim social, intellectual and legal history. It challenges two opposing views: that Muslim women have been historically marginalized in religious education, and alternately that they have been consistently empowered thanks to early role models such as 'Ā'isha bint Abī Bakr, the wife of the Prophet Muhammad. This book is a must-read for those interested in the history of Muslim women as well as in debates about their rights in the modern world. The intersections of this history with topics in Muslim education, the development of Sunnī orthodoxies, Islamic law and hadīth studies make this work an important contribution to Muslim social and intellectual history of the early and classical eras.

Starting in the late nineteenth century, the teaching profession became increasingly feminized. This article examines the results of this process, exploring the working and living conditions of rural female primary school teachers with a focus on the experiences of loneliness, harassment, and violence that they suffered in early twentieth-century Sweden. By investigating the public debate on these issues 1900–1940, we found that two main threats to the well-being of female teachers were identified: isolation and the threat of male violence. Male politicians as well as female authors and teachers acknowledged that female teachers faced loneliness, anxiety, and possible threats from violent men. The consequences of these threats were both emotional and practical, but the debate focused to a large extent on practical solutions such as providing the teachers with telephones, guard dogs, or weapons.