The multiple societal roles of teachers in England: Accountability, pedagogy and safety

Different educational systems, especially in highly accountable and so-called soft accountability systems place varying expectations on teachers. This study examines how different approaches to school accountability shape perceived roles and responsibilities by teachers. The study was conducted using the discursive dislocation method whereby four English and four Finnish teachers observed each other’s work in authentic situations. Data included observation sheets, daily journals and focus group interviews. The main results reveal that the English teachers have multiple roles in their professional work. The main categories are labelled as how the English teachers described them: ‘hats’, which are Compliance, Teaching, Safeguarding and pastoral care. By immersing participants in unfamiliar environments, the discursive dislocation method made visible the different ‘textures’ of teachers’ roles between the English and Finnish education systems. The textures of English teachers’ roles were not only noticed by Finnish teachers navigating English schools, but also by the English teachers themselves as they observed the Finnish school life. These textures are underlain by different societal expectations on teachers, schools and the education system between the two countries, and the findings of this paper suggest that the English system places a great amount of emphasis on structure, safety and performance.