Mark Hardman
Biographic Data
| ID | 6466990 |
|---|---|
| NAME | Mark Hardman |
| GIVEN NAMES | Mark |
| FAMILY NAME | Hardman |
| SIGNATURE | HARDMAN M |
| AFFILIATIONS | Department for Education |
| ORCID | 0000-0001-5920-3150 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Theorizations of teacher agency
The importance of teacher agency has been cited in relation to school reform, professionalism, teacher retention, and the ways in which contemporary ethical issues are addressed. However, teacher agency is often referred to without explicit definition, and different framings appear in the research literature. By exploring the ontological underpinnings of key theorizations, I highlight the need for greater clarity around what constitutes teacher a…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Ghosts in the Curriculum—Reframing Concepts as Multiplicities
Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I…
Ghosts in the Curriculum—Reframing Concepts as Multiplicities
Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Ghosts in the Curriculum—Reframing Concepts as Multiplicities
Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Theorizations of teacher agency
The importance of teacher agency has been cited in relation to school reform, professionalism, teacher retention, and the ways in which contemporary ethical issues are addressed. However, teacher agency is often referred to without explicit definition, and different framings appear in the research literature. By exploring the ontological underpinnings of key theorizations, I highlight the need for greater clarity around what constitutes teacher a…
Pedagogy (3 works) · Sociology (3 works) · Epistemology (2 works) · Global Educational Policies and Reforms (2 works) · Mathematics education (2 works) · Philosophy (2 works) · Psychology (2 works) · Agency (philosophy (1 work) · Cognitive reframing (1 work) · Concept learning (1 work)