Conference Agenda

The concept of educational continuity is key with reference to educational consistency and coherence within single institutions and in transitions across early childhood education and care (ECEC) and compulsory school education (CSE). Educational continuity has come to the fore in the current pedagogical debate, benefiting from theoretical endorsement and empirical evidence concerning child development and early learning both nationally and worldwide (Balduzzi, 2021). At the institutional level, several national and international documents underscore its social and pedagogical relevance (Italian Ministerial Circular 339/92; OECD, 2017; Council of Europe, 2019).

Research shows that in transitions within ECEC and between ECEC and CSE vertical educational continuity is a shared responsibility of education practitioners, who should negotiate common approaches and act jointly adopting a reflective stance (Lazzari et al., 2020; Ackesjö, 2014). What single professionals contribute to the dialogue on the curriculum, educational coherence, transitions and discontinuities within and among institutions is central to the design and implementation of coherent and effective practices of vertical continuity. Consistently, a significant number of European studies focus on professionals’ narratives, experiences, beliefs, and representations (Rantavuori et al., 2017), but few have been carried out in the Italian context (Balduzzi et al., 2019).

Italy is endeavouring to gradually move away from a split system towards a recently established integrated system for ages 0-6 (Decree Law 65/17), which is followed by a first cycle of education for ages 6-14. In region Emilia-Romagna, as in other areas, there is a vast majority of state-run primary schools (ages 6-11); two or more of these are typically combined with one state-run lower secondary school and a variable number of state-run preschools (ages 3-6) into comprehensive institutes with a view to vertical continuity from ages 3-14 (Ministerial Decree 176/97). These unified institutes are now the most common form of first-cycle educational institution in Italy, but they also welcome students from non-state preschools, which are numerically significant (e.g., approximately 50% of all preschools in Emilia-Romagna). In several areas, the system is thus marked by equally sizeable but fundamentally different parallel tracks for ages 3-6. In addition, all the children entering preschool after attending nursery school come from non-state institutes with diverse governance models (i.e. local authorities and the private sector), adding to the overall complexity.

This multi-perspectival IPA study (Smith et al., 2009) focuses on the professional experiences narrated by educators (age group 0-3) and teachers (age groups 3-6 and 6+) who conceive of, design, and implement vertical educational continuity in a specific District of the Emilia-Romagna region. Which are the actors and actants in their narratives, and what role do they play? What meanings, emotions and beliefs are associated with the idea, practices, and institutional recommendations/provisions pertaining to vertical continuity? What can be learned by analysing the life stories (Bertaux, 2005) of professionals who work at different levels of the system, in diverse settings, but are nevertheless locally required to purposefully interact to design and implement vertical educational continuity?

Underscoring the significance of individual experiences and interpretations, findings aim to delve into the role played by personal views and epistemic beliefs in shaping professional stances and relationships that are key to effective educational continuity. The in-depth analysis of life stories will contribute insights from the Italian context to the ongoing international academic dialogue and provide valuable knowledge that can inform educational and training practices, as well as institutional decision-making processes. From a transformative perspective, this study also aims to give voice to professionals, supporting reflection (Schön, 1987) and fostering a deeper dialogue on continuity among the educational community at large.

This research focuses on professional learning of experienced Mid-Career teachers, conducting long-term study leave for their professional growth. The need for professional learning is being emphasized internationally: “… the world of education and training is changing, and so is the occupation of teachers and trainers, with increasing demands, responsibilities and expectations” (Official Journal of the European Union, 2020) We are facing various global challenges which young generations must confront in the future and find solutions for them. As a result, the content of school education is expanding beyond typical capacities of teachers.

The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT, 2012 p.2) emphasizes: “To respond to the rapidly changing demands of society …, teachers must possess a spirit of inquiry and remain continuous learners.” and “It is necessary to construct institutional mechanisms that enable teachers to maintain a commitment to ongoing learning across the span of their professional lives.” Also, The Act on Special Measures concerning Education Personnel (Japan, Act No.1 of 1949) clearly articulates the necessity for teachers to engage in continuous professional development in Japan.

However, this begets a fundamental question: Is more learning what is actually needed for teachers now? If so, how can teachers, especially experienced-teachers, learn more positively? Demonstrable willingness and intrinsic motivation to engage in learning is crucial for the success of professional development programs (cf. Liu, Li & Zou, 2016). My personal experience as a teacher in Japan supports this too. Creagh and colleagues(2023) have shown that teachers’ work has become increasingly demanding due to both heavy workload and intensified work practices. Something may need to be done before they engage in professional learning. They are often compelled—through policy directives—to participate in mandated professional development and often treated like ‘dry sponges’ and expected to quickly absorb new knowledge and skills. However, this mindset is questionable when promoting or planning professional learning programs. UNESCO(2024) reports that excessive workload and expanding role expectations limit teachers’ access to professional learning opportunities. We should regard them as ‘sponges filled with water’. Teachers, especially mid-career teachers, have much experience, skills and knowledge. Clearly, the first thing they must do is to squeeze water out of the sponge.

　A teacher’s length of service is not necessarily proportional to their level of pedagogical skill or knowledge. It is worth considering the characteristics of teachers' work from the perspective of overlearning. While overlearning enhances retention, accuracy and automaticity by continued practice, it may hinder flexible transfer or deeper conceptual understanding.(Schön,1983) When applied to the teaching profession, these insights suggest that years of accumulated classroom routines may solidify into automatic practices that teachers rarely question, even when these routines no longer correspond to the diverse, complex demands of contemporary schooling. (Berliner, 2001) In this sense, professional experience can paradoxically become a barrier to growth. Huberman (1993) demonstrates that experienced teachers frequently reach a crossroads in their careers, where accumulated experience may lead either to professional renewal or to increased caution, stagnation, and distancing from further growth.

This research aims to examine long-term study leave as a form of professional development. Taking a long-term professional learning course and having an extended period allows them to thoroughly reflect on their teaching experience (Darling-Hammond et al. 2017). Additionally, by conducting research that links this experiential knowledge with theory and critically examines it, teachers can discover both their past selves and who they should become. Furthermore, this research seeks to generate insights into the development of more effective professional learning frameworks for teachers by conducting an analysis with the current in-service teacher learning systems in Japan.

This study is part of a doctoral research project on school practices in vocational education and training (VET) in Iceland. The aim of the overall project is to explore school practices in VET in Iceland, with particular attention to recent shifts in student demographics.
The specific part of the project, presented hereafter, aims to highlight the strengths and weaknesses of three school practices for addressing the needs of an increasingly diverse student body, with particular focus on the role and autonomy of teachers. This is a work in progress.
Traditionally, vocational students in Iceland have been older than other upper secondary school students, with an average age of 25, compared with 19 for other students (Ministry of Education, Science and Culture, 2014). Still, the number of 16–19-year-old vocational students has increased over the last few years. At the same time, the number of students aged 26 and older has remained high, while the number of students aged 20-25 has declined (Statistics Iceland, 2025), resulting in even greater diversity in students' ages and prior experiences. This is especially important in Iceland, where younger and older students in VET are often taught together.
Also, school practices have recently been changing in many VET programs in Iceland towards: (a) More project-oriented learning, even on an individual basis, and (b) Shorter length of study units, for example, with each unit lasting half a semester (with students taking 3 units at a time) or each unit lasting 3 weeks (with students taking 1 unit at a time).
Bernstein's (2000) code theory underpins the study's theoretical approach. It provides a means to examine the relationships between power and knowledge. This theory is suitable for this study because it offers the researcher a lens for examining and describing power relations within the social environment.
Morais and Neves’s (2004, 2010) pedagogic practice model is used to interpret the findings in this study. The model focuses on how teachers can optimize learning using Bernstein’s concepts of classification and framing. Morais and Neves identified the characteristics of teaching methods used by teachers who create the best conditions for compulsory school students from diverse social backgrounds to acquire science knowledge and skills. Their studies demonstrated that effective school practices can mitigate or eliminate the impact of social background on academic performance. They emphasize the importance of clear boundaries and explicit instructional practices to support student engagement and achievement.
The main research question of this study is: How do different school practices affect the role and autonomy of teachers to address the needs of students?

Background / Context

LGBTQ+ inclusive education in Irish primary schools is developing at a moment of curricular change and rising socio-political tension. While the redeveloped SPHE curriculum foregrounds, for the first time, explicit learning related to LGBTQ+ inclusion, these policy developments are not without significant tensions. Teachers work within cultural and school environments shaped by newly emerging heteroactivist discourses that mobilise child protection, parental rights and social stability to oppose LGBTQ+ education (Nash & Browne, 2020). Such narratives intersect with longstanding discourses of childhood innocence, which frame LGBTQ+ content as inherently sensitive or inappropriate for primary-aged children (Neary & Rasmussen, 2020), and with reactionary uses of secularism and pluralism that recast resistance in ostensibly neutral, rights-based terms (Kitching, 2024). These dynamics shape teachers’ preparedness which is tentatively conceptualised as a multidimensional capacity that brings together teachers’ knowledge, pedagogical judgment, emotional readiness and navigation of institutional conditions so they can engage confidently and critically with LGBTQ+-inclusive teaching. However, in this broader context, teacher preparedness emerges not as an individual trait but as a socially situated process shaped by competing political, cultural and social discourses.

Aim / Objectives / Purpose

This study aims to explore the personal, structural and discursive factors that influence Irish primary teachers’ preparedness for LGBTQ+-inclusive education. Drawing on Queer Theory and a critical interpretivist approach, the project explores how teachers interpret LGBTQ+ education, navigate tensions between policy and practice, and make professional decisions within contemporary socio-political conditions. Primary Research Question: How do Irish primary teachers experience and interpret LGBTQ+ education within the current curricular, social and political landscape?

The philosophy of immanence of Deleuze and Guattari and Barad’s new materialism temporarily gather in a togethering play. Thinking with the concepts and diffracting, I believe that life is material and discursive, social and natural at the same time, as therefore is career learning. There are no “foundational texts” (Murris and Bozalek, 2019a), which would presuppose hierarchical arborescent order, therefore philosophical works, interviews with the students and career development theoryandpractice are read through one another, which can be referred to as diffraction (Barad, 2014). Though this article focuses on human activity, it is an attempt to shift the attention to the process of career learning, constant becoming, connections and intra-action, to the rhizomatic nature of career learning, entanglements with human and non-human entities. Affected by post-structuralist and the new materialist concepts I find myself in a creative journey of thinking differently, driven by desire and curiosity. Could life be the rhizome, a network of connections without hierarchy, without centre? Then, can career learning be a plateau that constitutes and continues the life-rhizome? Also, I engage in thinking with Barad’s relational ontology, concepts of entanglement and intra-action. The reading is an encounter with what MacLure (2017) calls data’s “bad behaviour” – any pre-thought suppositions blur, forcing emergent thought through intra-action. I become allured by the “glow” (MacLure, 2017).

The idea of pre-given tools, pure methods and prescribed stages is incommensurable with post-qualitative research. Instead, it is viewed as experimentation (Murris and Bozalek, 2019b), engagement in a creative process (St. Pierre, 2021), wonderings (Sheehan, 2022) “reimagining what a method may do” (St. Pierre, 2016), where “we know the world because we are of the world” (Barad, 2007). Diffractive analysis aims at new different knowledge creation (Mazzei, 2014), generating fresh insights as well as rich speculations (Fox and Alldred, 2023); rearranging, playing, disturbing, generating new questions (Murris and Zhao, 2022) instead of describing, categorizing the world. Therefore, the purpose is to produce different knowledge about students’ career learning through diffractive analysis and thinking with theory. This includes questioning, rearranging and perturbation of traditional thinking about career learning through reading texts together with and through one another. These are the questions that drive the work in different directions:

➢ How do post-structuralist and new materialist concepts work for career learning?

➢ What difference may be produced through diffraction?

Along with the questions that move thinking in different directions, I cut-in with doubts/emerging questions/encounters in the process and re-turn to them later on.

This research project examines how young children perceive and experience kindergarten spaces. The aim is to make children’s voices central to understanding and redesigning early learning environments. While traditional educational research often prioritises adult perspectives when defining the quality and function of educational spaces, this project highlights children as active social agents and 'experts in their own lives', whose spatial experiences provide valuable insights into the quality, meaning and use of kindergarten environments. The project adopts the Mosaic research approach, a participatory, multi-method methodology developed by Alison Clark and Peter Moss that systematically integrates children’s voices into qualitative research.
This project is theoretically grounded in interpretivist and participatory paradigms, which assert that children can meaningfully contribute to the research process and that their subjective experiences are essential for understanding social phenomena such as space and place. This perspective aligns with Clark’s position that children should be recognised as competent meaning-makers whose perspectives can and should influence research outcomes and subsequent practice.
A central concept guiding the research is the Mosaic approach: an innovative methodology designed to engage young children in research in ways that respect their modes of expression and communication. Developed by Alison Clark and Peter Moss, the Mosaic approach uses multiple participatory tools, including photographs taken by the children, child-led tours, drawing and map-making, interviews and observations, to compile a 'mosaic' of data pieces that together reflect the polyvocal and multimodal nature of children’s experiences. Rather than relying solely on verbal reporting, this approach integrates visual, spatial, narrative and action-based data, enabling children to express their perspectives in ways that are authentic to their developmental capacities.That strongly corresponds with ECER’s theme - Knowing and Acting: The changing conditions and potentials of education research.
The Mosaic framework is underpinned by a commitment to ethical listening and respectful engagement, ensuring that participation is voluntary and that children’s contributions are taken seriously in both data generation and interpretation. This is conceptually anchored in broader debates in childhood studies about children’s participation, agency, and rights, and draws on constructivist understandings of knowledge as co-constructed between researchers and participants.
The framework is further informed by relational theories of space and place, which conceptualise educational environments as dynamic assemblages of material, social, and symbolic dimensions. This perspective resonates with internationally influential pedagogical traditions such as Reggio Emilia, where space is described as a “third teacher,” and supports comparative analysis across European contexts.
By integrating participatory methodology with spatial and childhood theory, the research offers a theoretically robust and internationally relevant approach to understanding kindergarten spaces. It contributes to European debates on democratic education, inclusive design, and child participation, while generating knowledge that is transferable across national and cultural boundaries.

Feedback in higher education is often framed as either as information (transmission model) or a process (dialogic or learning model), both falling into performative notions of learning as qualification (improving learning outcomes). In both cases, feedback risks becoming detached from the relational, ethical, and affective dimensions of education. This ignite talk reimagines feedback as a relational practice: not something done to students, but something co-created with them through dialogic encounters that are situated, embodied, and authentic.

Drawing on critiques of the (neo-)“banking model” of education (Freire, 1970) and of the self-regulated neoliberal individual (Gourlay, 2015), this ignite talk challenges dominant feedback discourses that focus on equipment logics (feedback literacy as skills). Instead, it positions feedback as lived “happenings” that are socially and materially situated, and which act as beginnings for students to take up or reject, creating an opening for students’ response-ability. From this perspective, feedback is neither neutral nor purely cognitive; it is shaped by power, positionality, emotions, histories, and forces surrounding these feedback encounters.

This ignite talk is theoretically grounded in relational pedagogies (Gravett, 2022 ; Gravett and Carless, 2023) and empirically supported by my completed doctoral research (Passeport, 2025). It attends to the ways in which human and non-human elements (bodies, positionalities, assessment artefacts, digital platforms, physical spaces, timescapes) become entangled in feedback practices. These assemblages influence how feedback is encountered, interpreted, taken up, or resisted. Following this, the session foregrounds the ethical and political work of feedback, including whose voices are legitimised, whose emotions are managed or silenced, and how responsibility is distributed between students, educators, and institutions.

The study was carried out in the Netherlands and is relevant to international Higher Education Institutions. The participants were a mis of domestic and international students, showing differences in experiences.