The Playing Teacher Project
Team
Dr Kathryn Spicksley (Lead)
CenTCS
University of Glasgow
Abstract
This innovative project sought to co-create a mentoring intervention for new teachers, focused on cultural discourse concerning teaching and the development of professional identity. The project involved the collation of a 9-million word corpus of texts concerning teachers published between 2010 and 2024, and then a co-productive analysis of this text. This analysis led to the development of a mentoring intervention as the key research output.
Keywords
Mentoring; Recruitment; Retention; Professional Identity
Funder
British Academy Postdoctoral Fellowship