Transforming Identities through Research-led Professional Learning

'Transforming Identity[ies] through Research-Led Professional Learning offers a compelling examination of how veteran teachers navigate their professional identities in a rapidly changing educational landscape. Through rich narratives and critical insights, this book is an essential read for educators and researchers committed to understanding the transformative potential of professional learning.' * Joanna Madalinska-Michalak, University of Warsaw, Poland *
'This is a timely book that focuses on teacher knowledge and teachers’ professional learning. It raises important questions about what we want our teachers to know and to be able to do, and what mechanisms can best support the development of teachers as ‘full professionals’. The compelling narratives at the heart of this book give voice to the teachers themselves, illustrating complex issues around identity, agency and practice which challenges us to examine teacher professional learning in a new light.’ * Trevor Mutton, University of Oxford, UK *
'This book makes a substantial contribution to the scholarship of teaching and to teacher education specifically. The introduction situates the stories of Karen, Nigel and Jane within the various policy contexts which intersect and shape education. Nuttall provides expert theoretical and conceptual frames of reference to foreground the stories. The three stories are engaging, powerful and are stories that need to be read and heard. They illustrate how teachers’ professional lives intersect with other aspects of their identities, including social class and gender. The stories illustrate the contribution that research-rich professional learning and education can make to transforming teachers’ professional and personal identities as they learn to navigate, challenge and disrupt the discourses of marketisation and performativity, both of which produce exclusion and render teachers as docile. Nuttall provides outstanding synthesis of the three narratives and offers hope that an alternative model of education is possible. This is one of the best books that I have read.' * Jonathan Glazzard, University of Hull, UK *