It has been argued that too much research is conducted for the 'world' of education research, and not enough for the 'village' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one? The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of 'evidence-based practice' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools. This volume concludes with an argument for turning the conversation from research as an 'add-on' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of 'villages' and 'worlds' that may be possible when enabling meaningful and rich research with, for and by teachers. This book was originally published as a special issue of the journal, Teaching Education.

This book explores the experiences of early career teachers in a profession that has become highly stratified by market processes. The author presents New South Wales, Australia as a case study: a state with a long history of academically selective and private sector schooling, which has become increasingly segregated under a series of neoliberalised policy reforms since the 1980s. The experiences of teachers in this book are rich and varied, from a variety of different contexts - ranging from public schools enrolling students experiencing significant educational disadvantage to elite independent schools serving much more advantaged student cohorts. Highlighting teachers' experiences in themselves rather than their impact on students, this timely book will be of interest and value to scholars of sociology of education, teachers' work and education policy.

This book explores the experiences of early career teachers in a profession that has become highly stratified by market processes. The author presents New South Wales, Australia as a case study: a state with a long history of academically selective and private sector schooling, which has become increasingly segregated under a series of neoliberalised policy reforms since the 1980s. The experiences of teachers in this book are rich and varied, from a variety of different contexts - ranging from public schools enrolling students experiencing significant educational disadvantage to elite independent schools serving much more advantaged student cohorts. Highlighting teachers' experiences in themselves rather than their impact on students, this timely book will be of interest and value to scholars of sociology of education, teachers' work and education policy.