Abstract
In this special issue of the BERA Blog, a select few presenters from the conference showcase their research inspiration and potential impact. Each blog post covers one area of key importance to the researcher with the intention of inspiring discourse and informing policy and practice.
The contributions in the issue explore:
- the intricacies of how trans students navigate and negotiate their school lives
- the impact of China’s ‘double reduction’ policy, which is intended to address ever-increasing educational inequalities stemming from the growth of a shadow education system in China
- the promotion of tolerance and mutual respect in the implementation of teacher standards to report on how educators can best navigate the shifting educational landscape of emerging policies and strategies
- challenges around teacher retention and how establishing more concrete professional teacher identities can contribute towards teacher resilience and counteract teacher attrition
- headteacher agency in the context of performativity pressures that often appear to suppress teacher values and pedagogy.
The contributions in the issue explore:
- the intricacies of how trans students navigate and negotiate their school lives
- the impact of China’s ‘double reduction’ policy, which is intended to address ever-increasing educational inequalities stemming from the growth of a shadow education system in China
- the promotion of tolerance and mutual respect in the implementation of teacher standards to report on how educators can best navigate the shifting educational landscape of emerging policies and strategies
- challenges around teacher retention and how establishing more concrete professional teacher identities can contribute towards teacher resilience and counteract teacher attrition
- headteacher agency in the context of performativity pressures that often appear to suppress teacher values and pedagogy.
| Original language | English |
|---|---|
| Type | BERA Blog special issue |
| Media of output | Website |
| Publisher | British Educational Research Association |
| Publication status | Published - 17 May 2024 |