This paper unpacks the assumptions underpinning England's new Core Content Framework
(CCF) in respect of the educational research required for teacher expertise, with particular …

In this article, I discuss the status of teaching as a profession using Gardner and Shulman's
framework emerging from their empirical examination of the professions in America and use …

This article reports on 2 connected studies that provide data about the flow of research to
foreign language (FL) educators in majority Anglophone contexts. The first study …

In the past decade, notions of teacher professionalism have been associated with increased
accountability, standards, performance assessments, and teacher testing, and impacted by …

Teachers' expertise is mostly based on insights acquired in their own practice, and not on
academic knowledge. Although many attempts have been made to explain this, it is not clear …

The present work discusses the relevance of meta-reflexivity, both for the professionalization
of the teaching profession and for teacher education. Meta-reflexivity is based on the …

Despite the increased interest in research impact, there is very little empirical evidence that
educational research can inform practice directly, and furthermore, a body of literature which …

Recent years have seen a concerted and systematic move towards a school‐led system of
initial teacher training in England. The role of universities, and particularly their part in …

This article offers a critical perspective on Ofsted's (2021) Curriculum Research Review for
Languages (OCRR). Whilst the OCRR contains much that we would agree with (including its …

Teacher knowledge is currently explored in three major research paradigms. This paper
reviews how teaching and personal educational knowledge are related in these three …