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The article considers current teachers' participation in educational research in England and whether Stenhouse's perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margaret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country's economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has con-cluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in Eng-land. It also explores whether there are alternative practices to create the same, or a similar, outcome. ; open access article with CC BY 4.0 license.

The article considers current teachers' participation in educational research in England and whether Stenhouse's perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country's economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has concluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in England. It also explores whether there are alternative practices to create the same, or a similar, outcome. (DIPF/Orig.)

Education for democracy in England and Finland : insights for consideration beyond the two nations / Andrea Raiker and Matti Rautiainen -- Living between two educational systems / Josephine Moate -- The role of the teacher in educating for democracy / Andrea Raiker, Marja Mäensivu and Tiina Nikkola -- Democracy, classroom practices and pre-service teachers' conceptions of excellence / Andrea Raiker and Matti Rautiainen -- Searching the roots of democracy : collaborative intervention in teacher education / Emma Kostiainen, Ulla Klemola and Uvanney Maylor -- Democracy and the curriculum : English and Finnish perspectives / Neil Hopkins and Mirja Tarnanen -- Power, democracy and progressive schools / Sakari Saukkonen, Pentti Moilanen, David Mathew and Eve Rapley -- Perspectives on accountability in education : local democracy versus national regulation / Jenny Gilbert, Pentti Moilanen and Sakari Saukkonen -- Inclusion and democracy in England and Finland / Cathal Butler and Aimo Naukkarinen -- Educational research for democracy / Josephine Moate, Sarah Cousins, Wendy Cunnah and Maria Ruohotie-Lyhty -- Fighting against the flow in theorising education / Olli-Pekka Moisio, Andrea Raiker and Matti Rautiainen -- Towards the future / Matti Rautiainen and Andrea Raiker

The English novelist and writer George Orwell, who was concerned about the quality of the English language in relation to politics, maintained in his essay Politics and the English Language (1946) that the word 'democracy' had a variety of interpretations and that it was impossible to extract its essence from them to create a single meaning. His perception still has relevance today. It raises the fundamental question investigated by this book: if democracy, and hence democratic citizenship, cannot be defined, how can it be taught? There is no doubt that throughout Europe, countries consider themselves to be democratic, but what does this mean, ideologically and practically? And how do these countries pass on their conceptions of democracy through education so that their young people can act as democratic citizens? ; peerReviewed

Teacher education and the development of democratic citizenship in Europe / Andrea Raiker & Matti Rautiainen -- Competences for democratic culture : towards new priorities in European educational systems? / Claudia Lenz -- Teacher education and the development of democratic education in England / Neil Hopkins -- Democratic citizenship in scarce conditions : educating citizens in neoliberal Estonia / Mari-Liis Jakobson, Eve Eisenschmidt & Leif Kalev -- Democratic citizenship and teacher education in Finland / Matti Rautiainen, Perttu Männistö & Aleksi Fornaciari -- Education for democratic citizenship in Ireland / Cathal Butler -- From the concept of citizenship to the transversal skills for global citizenship in schools / Federica Zanetti & Elena Pacetti -- The evolving concept of democracy in Kosovo education system : reflections on teacher education role / Blerim Saqipi -- Itinerant curriculum theory in the making : towards alternative ways to do alternative forms of teacher education / João M. Paraskeva & Maria Alfredo Moreira -- "Democracy for me is saying what I want" : the teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context / Silvia Edling & Johan Liljestrand -- Changing society, changing teacher education / Matti Rautiainen & Andrea Raiker.

Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL's efficacy does not translate into easy acceptance and integration in English as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in Saudi schools, particularly where teaching of both English language and information and communication technologies (ICT) is subject to religious and cultural constraints. There are other barriers that impede native Arabic speakers from learning English. Accordingly, the research question addressed in this paper is an exploration of the overt and covert factors that affect CALL use and integration in Saudi Arabian secondary schools. A case study approach using mixed methods was employed to interview and observe a sample of teachers and school inspectors in urban and rural secondary schools. Results were supplemented with an online questionnaire and analysed using both descriptive statistics and thematic analysis.

Although codes of conduct and ethics provide guidance, professionals have to exercise their own judgement in increasingly complex and demanding roles and work contexts when applying them to practice. At times, this can lead to conflict between personal, professional and interprofessional ethics due to the dynamics of the person-centred environment they function in. This interdisciplinary book draws on the perspectives of 40 authors from four continents to explore the dynamics of ethical dilemmas using theory, research and practice-based examples. Overall, the book will help to spearhead the debate about these ethical dilemmas, and ways of working with them, in an informed manner. It will make ideal reading for students, academics and professionals