Teachers' choices for the teaching career and their teacher-student interpersonal relationships in the classroom

This paper reports on the relationships between teachers’ reasons forchoosing a teaching career and their interpersonal behaviour in the classroom. In doing so,it extends international research with the FIT-Choice scale - an instrument that examinesdifferent classes of teachers’ motivations: perceived abilities; intrinsic, personal & socialutility values; and task perceptions (Richardson & Watt, 2006; Watt & Richardson, 2007,2008) – to the context of the Netherlands. It also contributes by linking the framework toresearch on teacher-student interpersonal behaviour in the classroom (Wubbels,Brekelmans, den Brok & van Tartwijk, 2006). Teacher-student interpersonal behaviour isconceptualised here in terms of two major dimensions: control (the degree to which theteacher determines the interaction) and affiliation (the degree to which teachers andstudents are cooperative or oppositional). Prior research suggests that teacher-studentinterpersonal behaviour is strongly linked to other teaching variables, teacher stress orburn-out, but also to student outcomes (Wubbels et al., 2006)

Academic freedom: in justification of a universal ideal

This paper examines the justification for, and benefits of, academic freedom to academics, students, universities and the world at large. The paper surveys the development of the concept of academic freedom within Europe, more especially the impact of the reforms at the University of Berlin instigated by Wilhelm von Humboldt. Following from this, the paper examines the reasons why the various facets of academic freedom are important and why the principle should continue to be supported

Becoming a leader: A co-produced autoethnographic exploration of situated learning of leadership practice

The article examines the development of situated leadership practice through an autoethnographic study of the first three months of being in the role of a chief operating officer. The argument for using an autoethnographic approach is in response to the dearth of in-depth research on the development of leadership practice from a relational, social and situated perspective. The article makes a contribution to management learning by exploring aspects of situated curriculum within a manager’s legitimate participation influencing the development of situated leadership practice