Is there such a thing as ‘teacher identity’? Research suggests that there is, and that developing a ‘teacher identity’ is a social process as well as a personal one. According to Beijaard, Meijer, & Verloop (2004), teachers continuously interpret and re-interpret their professional identity, which itself consists of multiple sub-identities and is highly context-dependent.
Teacher’s are reportedly some of the most stressed people of any occupational group, with the National Foundation for Educational Research (NFER) finding 20% of teachers feel tense about their job all or most of the time. But what are the causes of teachers’ stress and the subsequent mental health issues that arise?
In recent times, the expanding field of cognitive science has weighed in on what learning looks like and has had quite an effect on British education. According to Sweller et al (2011), learning necessitates change(s) in the long-term memory: “‘if nothing in the long-term memory has been altered, nothing has been learned”. This sort of thinking, that successfully ‘uploading’ pieces of information into one’s long-term memory constitutes learning, has become popular in recent times. I suppose it’s coherent with the dictionary definition. After all, how can we ‘acquire’ knowledge and skills if not by storing information in our brains?
Questions around the purpose(s) of education are as old as education itself. Ancient Greek philosophers contemplated the purpose of education, pondered the suitability of certain materials as educational content, and arguably first developed the connection between educating citizens and achieving social justice. In the UK, ‘education’ in the sense of formal training, not carried out by one’s own family, was traditionally reserved for the elite, for whom education was often about becoming ‘cultured’.