Kevin Proudfoot
Biographic Data
| ID | 5239672 |
|---|---|
| NAME | Kevin Proudfoot |
| GIVEN NAMES | Kevin |
| FAMILY NAME | Proudfoot |
| SIGNATURE | PROUDFOOT K |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0001-6497-016X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 65 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Creeping anglicisation
This article makes a comparative textual analysis of current school inspection frameworks in Scotland, Ireland and England, drawing out the commonalities between these. The article demonstrates how these commonalities can be traced to a significant shared influence: the school inspection system in England. As such, the work shows a shared trajectory in Scottish and Irish education: towards an English inspection model. At the same time, the paper …
Mētis
Teachers’ negative experiences of high-stakes accountability have been documented extensively, but the ways in which teachers are able to engage in tactics of resistance in response are less well known. This is most especially true in terms of the subtle, covert forms of resistance which occur through the practice of teachers’ everyday working lives. This paper contributes through a novel exploratory application of ‘Mētis’, a framework for unders…
Mētis and principals’ tactics of resistance
Principals’ tactics of resistance are an area of major contemporary interest. This resistance can include the range of ways in which principals remain able to pursue their own educational goals when the policy environment or other contextual factors would work to thwart or inhibit this. The present paper uses Mētis in combination with de Certeau’s (1984. The Practice of Everyday Life. Berkeley: University of California Press) concept of the pract…
The Instrumental Motivation of Teachers
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Introjected Regulation in Teachers’ Professional Development Motivations
This article examines how teachers’ professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others. Findings suggest that introjected regulation represents a potent yet complex motivator for working teachers …
Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research
Inductive/deductive hybrid thematic analysis offers significant opportunities for researchers, but its application within integrative mixed methods research has yet to be fully explored. Firstly, this article contributes by demonstrating the compatibility of inductive/deductive hybrid thematic analysis with quantitative work in a mixed methods approach to research. Secondly, the article then innovates by highlighting the value of this approach wi…
Panopticism, teacher surveillance and the ‘unseen’
This paper seeks to contribute to the understanding of the ‘panopticon’ in educational research, problematising its validity and offering a fresh conceptualisation of teacher surveillance. The school as a ‘panopticon’ is a well-established concept which helpfully enables a consideration of aspects of high-stakes accountability. The present paper explores the question of how contemporary teachers perceive themselves to be subject to scrutiny and t…
Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research
Inductive/deductive hybrid thematic analysis offers significant opportunities for researchers, but its application within integrative mixed methods research has yet to be fully explored. Firstly, this article contributes by demonstrating the compatibility of inductive/deductive hybrid thematic analysis with quantitative work in a mixed methods approach to research. Secondly, the article then innovates by highlighting the value of this approach wi…
Panopticism, teacher surveillance and the ‘unseen’
This paper seeks to contribute to the understanding of the ‘panopticon’ in educational research, problematising its validity and offering a fresh conceptualisation of teacher surveillance. The school as a ‘panopticon’ is a well-established concept which helpfully enables a consideration of aspects of high-stakes accountability. The present paper explores the question of how contemporary teachers perceive themselves to be subject to scrutiny and t…
The Instrumental Motivation of Teachers
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Creeping anglicisation
This article makes a comparative textual analysis of current school inspection frameworks in Scotland, Ireland and England, drawing out the commonalities between these. The article demonstrates how these commonalities can be traced to a significant shared influence: the school inspection system in England. As such, the work shows a shared trajectory in Scottish and Irish education: towards an English inspection model. At the same time, the paper …
Panopticism, teacher surveillance and the ‘unseen’
This paper seeks to contribute to the understanding of the ‘panopticon’ in educational research, problematising its validity and offering a fresh conceptualisation of teacher surveillance. The school as a ‘panopticon’ is a well-established concept which helpfully enables a consideration of aspects of high-stakes accountability. The present paper explores the question of how contemporary teachers perceive themselves to be subject to scrutiny and t…
Introjected Regulation in Teachers’ Professional Development Motivations
This article examines how teachers’ professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others. Findings suggest that introjected regulation represents a potent yet complex motivator for working teachers …
Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research
Inductive/deductive hybrid thematic analysis offers significant opportunities for researchers, but its application within integrative mixed methods research has yet to be fully explored. Firstly, this article contributes by demonstrating the compatibility of inductive/deductive hybrid thematic analysis with quantitative work in a mixed methods approach to research. Secondly, the article then innovates by highlighting the value of this approach wi…
The Instrumental Motivation of Teachers
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Creeping anglicisation
This article makes a comparative textual analysis of current school inspection frameworks in Scotland, Ireland and England, drawing out the commonalities between these. The article demonstrates how these commonalities can be traced to a significant shared influence: the school inspection system in England. As such, the work shows a shared trajectory in Scottish and Irish education: towards an English inspection model. At the same time, the paper …
Mētis
Teachers’ negative experiences of high-stakes accountability have been documented extensively, but the ways in which teachers are able to engage in tactics of resistance in response are less well known. This is most especially true in terms of the subtle, covert forms of resistance which occur through the practice of teachers’ everyday working lives. This paper contributes through a novel exploratory application of ‘Mētis’, a framework for unders…
Mētis and principals’ tactics of resistance
Principals’ tactics of resistance are an area of major contemporary interest. This resistance can include the range of ways in which principals remain able to pursue their own educational goals when the policy environment or other contextual factors would work to thwart or inhibit this. The present paper uses Mētis in combination with de Certeau’s (1984. The Practice of Everyday Life. Berkeley: University of California Press) concept of the pract…
Political science (6 works) · Sociology (6 works) · Psychology (4 works) · Epistemology (3 works) · Qualitative research (3 works) · Social science (3 works) · Thematic analysis (3 works) · Accountability (2 works) · Computer Science (2 works) · Global Educational Policies and Reforms (2 works)