An exploration of the role of creative industries experience in the pedagogical practice of second-career teachers.

Internationally there is a growing emphasis on the role of the creative industries in future economies and on related career strategies for young people. There is no research however which explores how teachers with prior creative industries experience can have an impact on this. This study explored the accumulated capital, knowledge and skills, and educational philosophy of six second-career teachers, three with creative industries experience, as they underwent the transition from student to probationer teacher. It consisted of a small-scale, longitudinal, qualitative research design, analysed through a professional and cultural capital theory lens. The findings indicated that the students’ accumulated professional and cultural capital had limited value in the field of teaching with the exception of one who was able to draw on their digital knowledge. For those with existing capital in the form of knowledge and skills in the expressive arts, the participants perceived this to be considered of lower value within the field, with few opportunities to apply this to practice. The study highlights an issue with how prior experience and accumulated capital is valued within the field, which potentially also has an impact on the diversity of the teaching profession and of the curriculum that is delivered in practice

Teacher's Views of Art Education in Primary Schools in Scotland

The majority of art education research in the United Kingdom originates from England; however, the devolved nations each have responsibility for education resulting in four different curricula working concurrently across Great Britain. It can be argued that in comparison to England, art and design education research in Scotland is an under-researched area though one that is increasingly garnering interest. This paper contributes to the field by presenting and discussing some of the findings from a survey of teachers focused on art and design education in Scottish primary schools in 2022. A total of 110 teachers participated and the survey examined the value of the subject, the current delivery in schools, the future of the subject and support for teachers. A wealth of data were gathered so this paper focuses particularly on the value of the subject among staff, confidence levels regarding delivery and the role of training and professional learning. The paper concludes that while the value of the subject among staff is strong, confidence levels with regard to teaching the subject are not. Staff felt that training had left them unprepared to teach the subject, and there was limited awareness of professional learning opportunities in their geographical area.</p

An exploration of the role of creative industries experience in the pedagogical practice of second-career teachers.

Internationally there is a growing emphasis on the role of the creative industries in future economies and on related career strategies for young people. There is no research however which explores how teachers with prior creative industries experience can have an impact on this. This study explored the accumulated capital, knowledge and skills, and educational philosophy of six second-career teachers, three with creative industries experience, as they underwent the transition from student to probationer teacher. It consisted of a small-scale, longitudinal, qualitative research design, analysed through a professional and cultural capital theory lens. The findings indicated that the students’ accumulated professional and cultural capital had limited value in the field of teaching with the exception of one who was able to draw on their digital knowledge. For those with existing capital in the form of knowledge and skills in the expressive arts, the participants perceived this to be considered of lower value within the field, with few opportunities to apply this to practice. The study highlights an issue with how prior experience and accumulated capital is valued within the field, which potentially also has an impact on the diversity of the teaching profession and of the curriculum that is delivered in practice

Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions:Longitudinal study across four time points

Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes

Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions:Longitudinal study across four time points

Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes