Audio feedback as a form of emotional labour:

[sujonkumar6300]

What I hope I have achieved in these books – and this remark applies to educational and social researchers and theorists in every part of the world – is to alert us to the need to address philosophical issues of meaning, truth and world–mind, mind–world relations in all our endeavours.Those of us involved in initial teacher education (ITE) inhabit two worlds: one is the world of the school, where teachers and pupils are focused on outcomes that enhance pupils’ lives. ITE academics teach, support and mentor trainee teachers in schools. The other world is that of higher education, where we support teachers with higher degrees and professional learning, usually focused around impact in school, and often while they are in post.

School leaders are governmentally mandated to engage with research evidence, and to implement switzerland email list promising findings into their plans, especially in terms of addressing educational disadvantage. This world is geared towards developing an evidence-rich and self-improving educational system predicated on the capacity for teachers to engage with research.

In higher education, academics are expected to be research active. ITE academics’ experience both as practitioners and as researchers gives us the ability to straddle the two worlds to do this work. Many of us identify ourselves as practitioner researchers to reflect that, for us, research that contributes to the school world, that is close to practice, holds particular significance for us.