Neil Hopkins is a Senior Lecturer and Advanced Researcher in Education. He has published in the Journal of Philosophy of Education and the British Educational Research Journal. He has written Citizenship and Democracy in Further and Adult Education (Springer, 2013) and Democratic Socialism: New Perspectives on Policy and Practice (Springer, 2019). Along with Oli Belas, he was winner of BERJ’s ‘Editors’ Choice Award’ (2020).Carol Thompson is a Teacher Educator and Research Fellow.  Her teaching background is in post compulsory education and for the past 12 years she has been training teachers and mentors supporting trainees on programmes of initial teacher education. Carol has authored a number of books related to teaching and mentoring including; The Trainee Teacher’s Handbook – a companion for initial teacher training (Sage),  Learning Theories for Everyday Teaching (Sage), The Magic of Mentoring (Routledge), ReflectivePractice for Professional Development – a guide for teachers (Routledge), Being a Teacher (Sage).

• Chapter 1. Editors’ Introduction.- Chapter 2. Reflecting on the identity of the teaching profession:  time for some higher status?.- Chapter 3. The researcher as inter-disciplinarian: a reflection on professional identity in a specialised world.- Chapter 4. Identity and leadership in education.- Chapter 5. “Making more of a difference”: The creation of teachers’ identities as professionals who deal with disadvantage.- Chapter 6. Managing and implementing educational-technological change – a case for co-development.- Chapter 7. A Democratic View of Professional Development in HE.- Chapter 8. When to show the way, when to lead the way and when to step away – Exploring the roles and identities of Teacher Educators in Post-Compulsory Education.- Chapter 9. The invisible educators.- Chapter 10. Some thoughts and reflections on identity, teaching, and writing, and how they might affect one another.- Chapter 11. Reinterpreting the ‘professional’-isation of outdoor education in the context of higher education.- Chapter 12. Beyond “paraprofessional”: Empowering and equipping teaching assistants to develop a sense of identity.- Chapter 13. Identity in the ‘Impossible Professions’.- Chapter 14. Final Thoughts.

Neil Hopkins is a Senior Lecturer and Advanced Researcher in Education. He has published in the Journal of Philosophy of Education and the British Educational Research Journal. He has written Citizenship and Democracy in Further and Adult Education (Springer, 2013) and Democratic Socialism: New Perspectives on Policy and Practice (Springer, 2019). Along with Oli Belas, he was winner of BERJ’s ‘Editors’ Choice Award’ (2020).Carol Thompson is a Teacher Educator and Research Fellow.  Her teaching background is in post compulsory education and for the past 12 years she has been training teachers and mentors supporting trainees on programmes of initial teacher education. Carol has authored a number of books related to teaching and mentoring including; The Trainee Teacher’s Handbook – a companion for initial teacher training (Sage),  Learning Theories for Everyday Teaching (Sage), The Magic of Mentoring (Routledge), ReflectivePractice for Professional Development – a guide for teachers (Routledge), Being a Teacher (Sage).

• Chapter 1. Editors’ Introduction.- Chapter 2. Reflecting on the identity of the teaching profession:  time for some higher status?.- Chapter 3. The researcher as inter-disciplinarian: a reflection on professional identity in a specialised world.- Chapter 4. Identity and leadership in education.- Chapter 5. “Making more of a difference”: The creation of teachers’ identities as professionals who deal with disadvantage.- Chapter 6. Managing and implementing educational-technological change – a case for co-development.- Chapter 7. A Democratic View of Professional Development in HE.- Chapter 8. When to show the way, when to lead the way and when to step away – Exploring the roles and identities of Teacher Educators in Post-Compulsory Education.- Chapter 9. The invisible educators.- Chapter 10. Some thoughts and reflections on identity, teaching, and writing, and how they might affect one another.- Chapter 11. Reinterpreting the ‘professional’-isation of outdoor education in the context of higher education.- Chapter 12. Beyond “paraprofessional”: Empowering and equipping teaching assistants to develop a sense of identity.- Chapter 13. Identity in the ‘Impossible Professions’.- Chapter 14. Final Thoughts.

Neil Hopkins is a Senior Lecturer and Advanced Researcher in Education. He has published in the Journal of Philosophy of Education and the British Educational Research Journal. He has written Citizenship and Democracy in Further and Adult Education (Springer, 2013) and Democratic Socialism: New Perspectives on Policy and Practice (Springer, 2019). Along with Oli Belas, he was winner of BERJ’s ‘Editors’ Choice Award’ (2020).Carol Thompson is a Teacher Educator and Research Fellow.  Her teaching background is in post compulsory education and for the past 12 years she has been training teachers and mentors supporting trainees on programmes of initial teacher education. Carol has authored a number of books related to teaching and mentoring including; The Trainee Teacher’s Handbook – a companion for initial teacher training (Sage),  Learning Theories for Everyday Teaching (Sage), The Magic of Mentoring (Routledge), ReflectivePractice for Professional Development – a guide for teachers (Routledge), Being a Teacher (Sage).

• Chapter 1. Editors’ Introduction.- Chapter 2. Reflecting on the identity of the teaching profession:  time for some higher status?.- Chapter 3. The researcher as inter-disciplinarian: a reflection on professional identity in a specialised world.- Chapter 4. Identity and leadership in education.- Chapter 5. “Making more of a difference”: The creation of teachers’ identities as professionals who deal with disadvantage.- Chapter 6. Managing and implementing educational-technological change – a case for co-development.- Chapter 7. A Democratic View of Professional Development in HE.- Chapter 8. When to show the way, when to lead the way and when to step away – Exploring the roles and identities of Teacher Educators in Post-Compulsory Education.- Chapter 9. The invisible educators.- Chapter 10. Some thoughts and reflections on identity, teaching, and writing, and how they might affect one another.- Chapter 11. Reinterpreting the ‘professional’-isation of outdoor education in the context of higher education.- Chapter 12. Beyond “paraprofessional”: Empowering and equipping teaching assistants to develop a sense of identity.- Chapter 13. Identity in the ‘Impossible Professions’.- Chapter 14. Final Thoughts.