Transforming Teacher Work
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Transforming Teacher Work
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Quickfall and Wood outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
Recruitment and retention problems existed within the teaching sector before the COVID-19 pandemic, with an increasing number of teachers deciding to leave the profession for either early retirement, careers in other sectors, or for teaching jobs in other countries. However, the pandemic, and the period subsequent to it, have amplified the problems of a sector in crisis.
Aimee Quickfall and Phil Wood offer insights into a profession overburdened by central diktat and performance management, and a system which is inefficient, overbearing, and in many cases responsible for poor mental health and unsustainable pressures. Through a consideration of teachers’ experiences both during and after the pandemic, they outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
Transforming Teacher Work reflects on lessons learned during the COVID-19 pandemic to consider how we might renew and revitalise a failing system.
Book Details
INFORMATION
ISBN: 9781837972418
Publisher: Emerald Publishing Limited
Format: Paperback / softback
Date Published: 18 May 2026
Country: United Kingdom
Imprint: Emerald Publishing Limited
Audience: Professional and scholarly
DIMENSIONS
Spine width: 12.0mm
Width: 152.0mm
Height: 229.0mm
Weight: 335g
Pages: 216
Collections
About the Author
Aimee Quickfall is Head of the School of Education at Leeds Trinity University, UK. Previously, Aimee was a primary teacher for 12 years, working in every year group from Nursery to Year 6.
Phil Wood is Professor of Education at Nottingham Trent University, UK researching the nature of change. Having initially taught geography and geology in secondary schools, Phil worked at University of Leicester as a teacher educator, acting for a period as the program leader for a Secondary PGCE.
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