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Article
Publication date: 31 July 2024

Paul Campbell

Using Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling…

Abstract

Purpose

Using Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling leadership for action on contemporary challenges and crises such as climate change.

Design/methodology/approach

This paper utilises critical policy analysis (CPA) and an associated analytical framework to examine key policy texts that are designed with the intent to frame the professional roles, practice and learning of educators and leaders in Hong Kong. The data analysis process involved rounds of descriptive coding, which was then collated into broader themes for discussion.

Findings

Policy texts emphasised the scope for educators to exercise leadership and decision-making that supports innovation, improvement and collaboration in the pursuit of a broad social mission for education, emphasising the skills students do and will need to respond to dynamic contemporary challenges. However, how this relates to broader policy goals, and limited articulation of the means through which this is possible, questions remain about the extent to which teachers and leaders are able to exercise leadership for action on climate change.

Originality/value

This study has important implications for how those in policymaking, research and practice spaces understand the framing of the role of teachers and school leaders in policy and the influence of this on their capacity to lead action on contemporary challenges and crises, such as climate change.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

Keywords

Abstract

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

Article
Publication date: 29 September 2021

Trista Hollweck, Deborah M. Netolicky and Paul Campbell

The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving…

1721

Abstract

Purpose

The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities.

Design/methodology/approach

This paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as a meaning-making tool, and the positionalities of the authors, to develop the concept of pracademia.

Findings

The authors posit that pracademics who simultaneously straddle the worlds of practice, policy, and academia embody new possibilities as boundary spanners in the field of education for knowledge mobilization, networks, community membership, and responding to systemic challenges. However, being a pracademic requires the constant reconciling of the demands of multi-membership and ultimately, pracademics must establish sufficient legitimacy to be respected in two or more currently distinct worlds.

Practical implications

This paper has implications for knowledge mobilization, networks, boundary spanners, leadership, professional learning, and connecting practice, policy, and research. While the authors are in the field of education, this exploration of pracademia is relevant not only to the field of education but also to other fields in which there is a clear need to connect practice/policy with scholarship.

Originality/value

This paper provides a new definition of pracademia and argues that pracademia identifies an important yet relatively unknown space with many possibilities in the field of education.

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 29 June 2020

Paul Campbell

This paper explores the role of professional collaboration and agency during the global COVID-19 pandemic and possible lessons for the future from the perspective of a teacher…

4010

Abstract

Purpose

This paper explores the role of professional collaboration and agency during the global COVID-19 pandemic and possible lessons for the future from the perspective of a teacher, leader and postgraduate researcher.

Design/methodology/approach

This essay explores the complex role of collaboration and agency in responding to the challenges arising during the global COVID-19 pandemic utilizing research as well as the author's lived experience.

Findings

The author finds that through a renewed emphasis on effective professional collaboration and agency, not only are there opportunities to embed lessons learned during the COVID-19 pandemic, there is also scope to work towards education systems that reflect the complex global socio-political contexts communities may find themselves in and the evolving needs that result from them.

Originality/value

This paper offers insights into the work of teachers and school leaders, the increasing complexity of their roles over time, and particularly during the COVID-19 pandemic, considering what this might mean for the future.

Details

Journal of Professional Capital and Community, vol. 5 no. 3/4
Type: Research Article
ISSN: 2056-9548

Keywords

Abstract

Details

Education, Retirement and Career Transitions for 'Black' Ex-Professional Footballers
Type: Book
ISBN: 978-1-83867-041-2

Abstract

Details

Race and Assessment in Higher Education
Type: Book
ISBN: 978-1-83549-743-2

Book part
Publication date: 20 February 2020

Paul Ian Campbell

Abstract

Details

Education, Retirement and Career Transitions for 'Black' Ex-Professional Footballers
Type: Book
ISBN: 978-1-83867-041-2

Book part
Publication date: 9 October 2024

Paul Ian Campbell

Abstract

Details

Race and Assessment in Higher Education
Type: Book
ISBN: 978-1-83549-743-2

1 – 10 of over 3000