national policies and cultural factors influence the development of teachers’
professional identities is the subject of a new set of studies commissioned by
Education International – an eye-opener for educators and policy makers alike.
Centre for the Use of Research and Evidence in Education (CUREE) and Education
International (EI) are developing a new set of studies that focus on teacher
supportive measures, teacher well-being and the interplay of different actors
when it comes to policy making in education.
Results from Scotland
first country survey highlights available refer to Scotland, with data about
what teachers value about education, where the limits are to their autonomy and
what their most important teaching aims are. Interestingly enough, ensuring success
in formal examinations is the least important of their aims, while promoting
students’ enjoyment in education is the first according to the study’s results.
While wishing to engage in
life-long professional learning, most teachers regret the lack of opportunities
to do so. And very few feel empowered or listened to when it comes to
contributing to national decisions on education (15 percent).
constraints and workload being dictated to them from a higher level seem to be
the most common problems faced by the Scottish educators: “I get told what to
do with very little regard to my opinion or experience”, regrets a primary
classroom teacher who answered the survey.
On top of this, a striking 78
percent of teachers do not feel they are able to have a good work-life balance.
project will analyse the data available from the six other countries (Germany,
Kenya, Canada, Sweden, Chile and
Singapore) and bind them in a publication that will make up part of the
study. As the Scottish research highlights show, educators, their organisations
and policy makers will be able to access a new set of ground-breaking data that
will be useful when defining policy measures.
is very exciting to be working on how different countries construct teachers’
professional identities. We think this picture from our work with colleagues
from EIS (The Educational Institute of Scotland) who have been willing to act
as pioneers in Scotland illustrates how the research can hold up a constructive
mirror for the profession within individual countries. The forthcoming
portraits from another six countries, taken together, will build a bigger
picture to help teachers’ professional associations and governments learn from
each other internationally," said CUREE head of research, Philippa
You can find the survey report
here, and the first of the country profiles - Ontario, Scotland and Sweden.