Pedagogy, Policy and Place research group

Our research is investigating the relationship between professional growth, job quality and occupational wellbeing among educators. Using mixed methods, we are exploring how local and contextual influences affect the organisational and occupational commitment of teachers across the career course. Improved understanding of the development of commitment or withdrawal mindsets may support school systems to improve career sustainability and retention. 

Our research examines how curriculum reform can address barriers to educational equity and enhance participation and belonging for children and young people across diverse needs and contexts. As a key driver of change, curriculum innovation requires teachers to engage in pedagogical translation and contextual adaptation. We are investigating how to build professional capacity for curriculum leadership within the teaching profession to support these essential transformations.

Our researchers (Hulme and Bignell) conducted a major collaborative study on teacher workload in Scotland, with Cardiff Metropolitan University and Birmingham City University, commissioned by the Educational Institute of Scotland.

This research, utilising a comprehensive time-use survey of nearly 2,000 teachers, revealed substantial impacts of excessive workloads on teacher wellbeing, job satisfaction, turnover intentions and career progression in Scottish schools. A follow-up study is exploring teacher turnover in Scotland (Hulme, Bignell, Isdale, Murray, Nisbet, Stewart). 

Our research informs policy development for teacher education and support systems across the UK, with a current focus on Wales. Funded by the Universities and Schools' Council for the Education of Teachers Cymru, we are examining the strengths, achievements, and aspirations of teacher educators and student teachers within the Welsh context (Hulme). This work engages stakeholders from all Initial Teacher Education (ITE) partnerships in Wales, reflecting recent national reforms that have reconceptualised school-university partnerships as collaborative endeavours through a comprehensive re-accreditation process.

Our researchers (Mohammed and Barrett) are at the forefront of shaping anti-racist policy for education in Scotland, including the development of the National Anti-Racism Framework for Initial Teacher Education (ITE) in Scotland (2023) (PDF) and contribute to national and international deliberation on decolonising/anticolonising education (Matemba).

The Vision Schools Scotland team (Killen, Maitles, Ramage, Bignell) is researching the impact of school middle leaders in fostering transformational change through holocaust education. Projects addressing citizenship, children’s rights and participation include inclusive education (Qu, McAuliffe), citizenship practices in school spaces (Cross), and learning for sustainability (Day).