All Outputs (5)

‘Positive Disruption’: The Courage to Lead in Times of Reform in England (2024)
Book Chapter
Gu, Q., Mincu, M., & Day, C. (2024). ‘Positive Disruption’: The Courage to Lead in Times of Reform in England. In How Successful Schools Are More than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement (47-72). Springer. https://doi.org/10.1007/978-3-031-62735-4_3

This chapter proposes a fresh analytical perspective to investigate how a school principal has initiated and sustained the ‘positive disruption’ of governance, structure and culture in one organisation over time. Our findings draw upon a series of in... Read More about ‘Positive Disruption’: The Courage to Lead in Times of Reform in England.

Developing, Sustaining and Retaining Teacher Quality: Factors That Count (2021)
Book Chapter
Day, C. (2021). Developing, Sustaining and Retaining Teacher Quality: Factors That Count. In X. Zhu, & H. Song (Eds.), Envisioning Teaching and Learning for Teachers of Excellence and Equity in Education (171-187). Springer Singapore. https://doi.org/10.1007/978-981-16-2802-3_11

Traditionally, teachers’ quality has been understood to rely upon their levels of subject, pedagogical content knowledge and classroom management skills. These are provided initially through a period of pre-service education and training; and may be... Read More about Developing, Sustaining and Retaining Teacher Quality: Factors That Count.

The new professionalism? how good teachers continue to teach to their best and well in challenging reform contexts (2021)
Book Chapter
Day, C. (2021). The new professionalism? how good teachers continue to teach to their best and well in challenging reform contexts. In E. Kuusisto, M. Ubani, P. Nokelainen, & A. Toom (Eds.), Good teachers for tomorrow's schools: purposes, values, and talents in education. Brill Academic Publishers. https://doi.org/10.1163/9789004465008_003

Teacher professionalism has long been defined as being composed of a strong technical culture, service ethic, professional commitment, and autonomy. They have been regarded as the pillars which have defined teachers’ professionalism. In recent years,... Read More about The new professionalism? how good teachers continue to teach to their best and well in challenging reform contexts.

Professional Identity Matters: Agency, Emotions, and Resilience (2018)
Book Chapter
Day, C. (2018). Professional Identity Matters: Agency, Emotions, and Resilience. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity: mapping challenges and innovations (61-70). Springer. https://doi.org/10.1007/978-3-319-93836-3_6

I will take as given that: (1) a core defining feature of teacher professionalism is a positive sense of professional identity; (2) identity is an amalgam of the personal and professional selves, and is represented through the dynamic interplay betwe... Read More about Professional Identity Matters: Agency, Emotions, and Resilience.

Teacher quality in the twenty first century: new lives, old truths (2013)
Book Chapter
Day, C. (2013). Teacher quality in the twenty first century: new lives, old truths. In X. Zhu, & K. Zeichner (Eds.), Preparing teachers for the 21st century. Springer. https://doi.org/10.1007/978-3-642-36970-4_2

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capa... Read More about Teacher quality in the twenty first century: new lives, old truths.