The immense importance of teaching quality – especially for advancing equity – has been underscored by a robust body of research and reports in recent decades (e.g., Akiba et al., 2007; Darling-Hammond, 2000; UNESCO, 2014, 2024). Yet what we mean and understand by ‘teaching quality’ varies across time and space (Darling-Hammond, 2021). Moreover – and crucially for educational researchers, policymakers, and other key stakeholders – the means through which we can research teaching quality vary widely (Thomas et al., 2025).

This symposium therefore examines the intimate relationship between conceptualisations of teaching quality and the methodological approaches employed to study it. It further explores the role of context and considerations for studying teaching quality in international or comparative perspective through 4 papers as well as a brief introduction and discussion. The Symposium Organiser (Author 1) will first introduce the symposium topic, goals, and four papers. Then, the first paper (Authors 2 & 3) will discuss how the role of context may mediate both the conceptual and methodological study of teaching quality, drawing on several cross-national examples for illustration. In the second paper, Authors 4 & 5 will discuss arts-based approaches that could be utilised to study teaching quality, including how they might attend to contextual and conceptual differences. Author 1 will then discuss the promises and perils of observational research – including both ethnographic and highly-structured/quantitative protocols – for studying teaching quality around the world. In the fourth and final paper, Author 6 will present varied approaches to systematic literature reviews, which have become increasingly common in educational research (including on teaching quality), and the challenges of carefully considering their design so key contextual nuances are not lost. The Discussant will then offer reflections across presentations. Collectively the symposium will offer unique conceptual, methodological, and contextual insights on researching teaching quality.

School-university partnerships are increasingly recognized worldwide as critical to enhancing teacher learning, promoting educational equity, and improving student outcomes. Across Europe, Asia, Australia, and beyond, these partnerships serve as vital frameworks for creating professional learning communities, integrating research-based practices, and offering practical experiences for preservice and inservice teachers (OECD, 2019; European Commission, 2015; AITSL, 2017). International organizations like UNESCO and the World Bank advocate for these collaborations, particularly in underserved areas (UNESCO, 2020). This symposium will explore the principles and complexities underlying effective school-university partnerships, focusing on their role in promoting equitable learning environments. It will gather diverse perspectives—from university leaders and teacher educators to school leaders and practicing teachers—to examine how these collaborations support educator learning and access to equitable education. In response to a recent Partnership Research Agenda, the symposium will showcase examples of partnerships in action. The symposium features papers that highlight how specific partnerships operationalize concepts like effective leadership, collaborative practices, and professional development, illustrating their impact on teacher education and growth. By grounding these ideas in tangible examples, we provide insights into how partnerships function, their challenges, and their potential to transform educator learning and promote equity. Eight distinguished institutions from the United States and Europe will present their unique approaches to fostering partnerships that advance teacher education, equity, and access. Together we will discuss innovative teacher preparation practices, professional development models, and inclusive practices. By weaving together diverse approaches and insights from participating institutions, this symposium aims to inspire future research and collaborative partnerships to promote equitable educational practices worldwide.

Recent research on teacher education increasingly positions teacher educators as central to the success of educational reforms (Cochran-Smith, 2003; Hollins & Warner, 2021). Despite this critical role, there remains a lack of clarity about the knowledge and skills teacher educators require to be effective (Conklin, 2020; Goodwin & Kosnik, 2013; Rutten et al., 2024). Only recently, through initiatives like InFo-TED in Europe (see Vanassche et al., 2015; Vanderlinde et al., 2021), has a substantial body of scholarship on the professional learning of teacher educators begun to develop.

Our research is positioned at the intersection of teacher education and school improvement, drawing on the expertise of our diverse group of experienced teacher educators. This symposium features three papers centered around collaborative artifact examination: “Utilizing Artifact Examination to Uncover the Essential Knowing for Teacher Educators,” “Unearthing the Research and Theories Underpinning Our Practice as Teacher Educators,” and “Integrating Equity and Social Justice into the Practice of Teacher Educators.” These papers emphasize the importance of critical reflection in making explicit the knowledge, skills, abilities, and purposes embedded in our work.

Our papers emphasize two theoretical frameworks: Cochran-Smith and Lytle’s (1999) model of teacher knowledge construction and Goodwin and Kosnik’s (2013) framework outlining essential knowledge for teacher educators. We used these frameworks to identify pedagogical principles across our papers: critical reflection to achieve program coherence, attention to localized knowledge, commitment to social justice, student-centered approaches to enable theory and practice, partnership development, and adaptability.

An interactive session led by our discussant will encourage participants to reflect on professional artifacts, reinforcing the importance of recognizing and developing frameworks that inform teacher educators' professional learning. We argue that the knowledge shared and developed in conversations of practice is essential to support the development of educators capable of engaging in quality teaching for a more equitable world.

It is well-established that many nations face unprecedented teaching workforce crises (OECD, 2024). While this has been predicted since 2016, it has been exacerbated since the COVID-19 pandemic (Flores and Craig, 2023). Aware that intervention is well overdue, governments are implementing policies designed to attract new teachers to the profession, including paying or removing student debt (US; Australia); offering better-funded employment-based pathways (US; Australia); enabling student teachers to commence teaching prior to completing their initial teacher education qualification, and recruiting from other nations. Governments have also sought to implement policies to retain teachers, encouraging retired or inactive teachers to return to or remain in the profession ( Portugal) and offering incentives for teachers to take up posts in traditionally hard-to-staff contexts. These policies have been borrowed and adopted worldwide and implemented rapidly to respond to crises in the short term. This symposium investigates what these swiftly implemented policies mean for the status and nature of the teaching profession, both now and in the long term.

Symposium presenters from Europe, the United States and Australia will draw on the framework outlined by Goodwin, Madalińska-Michalak & Flores (2023) regarding tensions in teacher education to analyse the impact of these policies on teaching as it is conceptualised and enacted a profession. This framework identifies key tensions as 1) teacher as technician vs. teacher as professional; 2) preparing teachers for the world we have vs. the world we want; 3) place-based vs. context-fluid teacher education; and 4) teacher shortages as a quantity or quality issue (Goodwin et al., 2023). To this end, this symposium will address issues of quality teaching and take up issues inherent in the sub-strands: ‘characteristics of quality teaching’ and ‘reconciling tensions for a new social contract in education.’

This study addresses the pressing need for quality multicultural literature (ML) in educational settings, particularly in light of the shifting demographics in U.S. public schools. As ethnic minority children are projected to constitute the majority of classrooms by 2050, the inclusion of ML becomes pivotal in fostering cultural awareness and bridging gaps in understanding. Despite this urgency, educators often struggle to identify and incorporate suitable ML due to limited exposure and resources.

To address these challenges, this research proposes a comprehensive resource aimed at supporting teachers in navigating and integrating ML effectively. Key components of this resource include a peer-reviewed metric for selecting quality ML, curated book lists, and step-by-step guidance on implementing multicultural programs. By empowering educators with these tools, the study seeks to combat systemic barriers and promote equitable education that celebrates diversity and challenges Eurocentric narratives.

Through a qualitative content analysis of eighth-grade summer reading lists from private schools in the Northeast, the study examines the representation and quality of ML. Findings underscore the need for deliberate efforts to counter racism and cultural pluralism through inclusive curricular practices. By advocating for the integration of quality ML, the research aims to foster racial tolerance, celebrate diversity, and mitigate racial tensions among students.

Ultimately, this study underscores the importance of incorporating multicultural education into the K-12 curriculum to combat stereotypes, promote cultural understanding, and improve race relations. Failure to do so not only perpetuates ignorance and stereotypes but also undermines efforts toward social equity and justice.

The Camau i’r Dyfodol project is a three-year research collaboration between the University of Wales Trinity Saint David and the University of Glasgow. The project supports education professionals to realise Curriculum for Wales (CfW) through a process of co-construction. Within the context of CfW, which is a process-oriented, purpose-led curriculum, the project explores how curriculum, assessment and pedagogy can be better aligned, and where the focus is on the process of learning and not only the final outcomes, thus trying to untangle these educational tensions.

Singh and Morrison-Love will discuss Phase 1 of the project, which focused on understandings of progression in the education system in Wales. Sharpling and Eleri will discuss Phase 2, which enabled education professionals to collaboratively think through the challenges and opportunities of curriculum realisation. Building upon shifts in thinking involved when working with a purpose-led, process-oriented curriculum, Makara-Fuller will discuss Phase 3 of Camau i’r Dyfodol, which put CfW into practice in schools and settings.

Ryder and Farrar will discuss the ways in which the project supported practitioners in schools across Wales to develop curricula using a process-oriented approach. Brychan and Valdera-Gil will discuss the ways in which the project team engaged in conversations with Welsh Government, Local Authorities, Consortia, Estyn (Inspectors) and Qualifications Wales to explore what CfW as a process-oriented, purpose-led curriculum means for 1) professional learning, 2) quality in the education system, and 3) learning and teaching 14-16 year olds.

Patrick and Borquez-Sanchez will present findings on how understandings of CfW in HEI settings in Wales shape approaches to teacher education.

Wiseman-Orr will act as a discussant in the symposium, critically reflecting upon the project implications for equity in teaching and learning.

These curriculum development approaches are designed to be widely incorporated into professional practices resulting in capacity building across the system.

This study examines teacher retention strategies in Australia and Sweden, focusing on career progression mechanisms and their impact on equity and inclusion in the teaching workforce. The research is grounded in theories of teacher professionalism, career development, and gender equity in education. It draws on conceptualizations of teacher career trajectories and the impact of policy mechanisms on teacher retention. A comparative policy analysis was conducted, examining Australia's Highly Accomplished and Lead Teachers (HALTs) standards and Sweden's förstelärare (first teacher) reform. Document analysis and synthesis of existing research were used to evaluate the effectiveness and equity implications of these approaches.

We found that both Australian and Swedish policy mechanisms aimed at retaining teachers in the classroom show limitations in addressing the complex realities of teachers' career trajectories, particularly regarding gender equity. The HALTs standards in Australia have seen limited uptake, while teachers continue to prioritize postgraduate qualifications. In Sweden, the förstelärare reform has yielded mixed results in retaining teachers and addressing shortages. Neither approach adequately accounts for the gendered nature of teacher career paths or the need for flexible work arrangements.

This study contributes to the conference sub-theme of "Equity and inclusion in teacher education" by highlighting the need for more nuanced and holistic approaches to teacher retention. It emphasizes the importance of considering gender equity in career progression strategies and suggests alternative approaches, such as job-sharing and mentoring, to create more inclusive and sustainable career pathways for teachers. The findings have implications for policymakers and teacher educators in developing more equitable and effective strategies for retaining diverse talent in the teaching profession.

Teacher shortage is an increasingly global issue, with many countries, including Estonia, facing challenges in attracting candidates and retaining qualified teachers. State statistics and international comparisons show a worrying decade-long decline in the qualified teacher workforce in Estonia, worsening yearly. Addressing this shortage is crucial for sustaining high-quality education in the country.

This article aims to analyse the teacher shortage in Estonia from the perspectives of different target groups, such as pre-service and in-service teachers, teacher educators, school leaders and school governors, and policymakers. More specifically, we posed the following research questions:

1) What are the causes of the teacher shortage in Estonia from the perspective of different stakeholders?

2) What additional measures are needed to reduce the teacher shortage in Estonia from the perspective of different stakeholders?

This study employed focus group interviews to investigate six distinct target groups associated with the teacher profession in Estonia. A total of 38 participants were included in the study. We used qualitative thematic analysis (Ryan and Bernard 2003) and identified seven themes related to causes and suggestions: the attractiveness and status of teaching, governance and legislative framework, competencies of school governors, teacher preparation, teacher workload, salaries and motivation packages and school conditions. These themes, essential for understanding and addressing Estonia's teacher shortage, are comprehensively explored and discussed in the presentation. Similarities and differences with findings from other contexts are also pointed out.

Research studies in Australia and internationally consistently report that rural schools have trouble in recruiting and retaining staff. Different factors underpin rural staffing shortages, including teachers exiting the profession due to workload pressures, and teachers not taking or leaving rural posts due to isolation and distance from their family and friends. To combat rural school shortages, state governments in Australia offer teachers an array of financial and material incentives. Research on staff shortage often offers a deficit construction of teachers’ work by drawing attention to what individuals, rural schools, and communities lack. The research aim is to shift the focus from attraction of teachers and why they leave to why rural teachers stay. This perspective offers a change in the deficit narrative of rural schooling by positioning rural schools and communities as assets. Drawing conceptually on Fraser’s (1997, 2003) and Honneth (1995, 2003) dimensions of justice, distribution of resources and recognition theory, the paper focuses on four domains of teachers’ work and lives – classroom, school, personal and community – to explore why teachers stay. Methodologically this is a qualitative study that draws on data from twenty in-depth interviews with rural teachers in Victoria to examine their decisions and motivations to work and make a life in rural places. Findings point to the myriad connections between individuals, schools and communities and the influence of this relationship on sustaining a quality and committed rural teacher workforce. While both resources and recognition matter, teachers’ experiences and views show that rural teacher retention requires a combination of positive factors and enabling resources across more than one domain. The paper aligns with the conference call for equitable and socially just learning environments, and with the sub-themes of equity and inclusion, and the promise of reconciling tensions in rural staffing with a new social contract in education.

Fierce competition for student tuition fees is prompting English language schools in Canadian universities to adopt new business models that are making some of those units more tightly coupled. As teachers and administrators attempt to address students' needs within a recoupled governance structure, they may experience “turmoil” – an erosion of longstanding meanings regarding the purposes and expectations in an organizational unit (Hallett, 2010). This reaction to organizational change may prompt teachers to engage in iterative “sensemaking” processes (Weick, 1995; Degn, 2018). Using sensemaking as the foundation for my conceptual framework, I hope to demonstrate that limiting teachers’ discretion increases the likelihood of resistance on the ground level by threatening teachers’ perceptions of their professional identity. This qualitative study used 19 semi-structured interviews to explore how ESL teachers within Ontario Higher Education responded to turmoil within their units and how this impacted their discretion within their classrooms. The findings reveal a trend towards administrative rationalization over the past 20 years which has manifested as casualizing the workforce and increasing bureaucratic control over the nature of teachers’ work in a bid to increase compliance and in a direct clash with teachers’ need for autonomy. On the micro-level, teachers’ resistance and compliance are enacted as self-preservation tactics, both in terms of maintaining their professional identities and their jobs in a turbulent industry. An ESL classroom is an international dynamic with every student coming from a diverse background requiring the teacher to be nimble in how they respond. By reconciling the tensions between the micro, meso, and macro levels, the quality of teaching can be vastly improved as discretion again returns to the expertise of the teacher in the classroom. Supporting students’ learning and providing an equitable education within this context relies on reconciling the turmoil on the ground level and the tension within the organization.

We are three teacher educators operating in contexts that push against the things we value: educational equity, professional autonomy, personal well-being. We turn to self-study to examine the tensions we face individually, coming together in this presentation to consider how our personal attitudes toward teaching are problematized by the tensions we face in our professional capacities.

This work is grounded in our professional commitment to implementing and advocating for learner-centered pedagogies (e.g., Gay, 2018; Noddings, 2012) and educational equity (e.g., Hammond, 2014; Love, 2019). Our perspectives are frequently at odds with the positioning of education as a commodity, which pushes against these beliefs.

These three separate explorations use self-study methodology to collectively examine our experiences. Through reflective journaling, artifact analysis, and critical friends meetings, we consider our problems of practice, how those problems inform our teaching, and how our expectations are realized or disappointed. We will meet monthly in Fall 2024 to discuss interpretations of the ongoing data analysis, with studies concluded in Spring 2025.

Author 1 explores the situated tension of working in a higher education context that privileges measurable outcomes over personal connections and caring interactions that she values as necessary for meaningful learning.

Author 2 explores the tensions of advocating for progressive teaching practices her students perceive as unimportant despite her successful professional-development partnerships with diverse schools.

Author 3 explores the tension of navigating her preservice teachers’ study of equity-focused, ambitious science teaching in opposition to the teacher-centered, didactic science teaching of their clinical teaching experience.

We directly explore these tensions with the goal of reconciling how we persist within the confines of the new social contract in education, advocating for equity in a context that spurs its importance and compromises our longevity in the field.