We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Our study suggests that the current shortfall in recruitment to ITE in England may be a product of the contextual constraints which schools experience. It also suggests that school-led recruitment may tend to emphasise short-term and school-specific needs.

A challenge for higher education, in the context of the 'Fourth Industrial Age', is to prepare students for uncertain futures. Proposed is a model of integrated scholarship drawing on, and developing, Boyer's scholarship (discovery, teaching, integration and application). We argue that such a model provides a connecting thread between the idea of a university as conceptualised in the 19th century, making links between the university of the past, present and future. Through reference of a case study example of the links between teaching and research presented in the 2017 UK Teaching Excellence Framework, we draw upon Boyer's scholarship as a conceptual lens to examine institutional texts which articulate teaching excellence. Our findings indicate that current judgements about effective linkages between teaching and research vary greatly with few examples or evidence. Our integrated scholarship model joins together institutional learning communities to discover, communicate and apply new knowledge across disciplines.

This article offers insights into the leadership enactment of primary school heads in terms of the dramatis personae or ‘masks of the drama’ they perceive themselves to portray during interactions with staff in their schools. The article draws on the reported identities and performances of ten heads in their day-to-day leadership of staff and reveals perceptions held about the presence of a dominant performance supplemented by a wide variety of sub-performances intended to meet particular circumstances. Heads convey reasons for the performances adopted and report on the real emotional cost involved in the portrayals they give in daily school life. The study begins to reveal implications for the ongoing study and practice of leadership, and in particular headship, within contemporary educational settings both in the United Kingdom and internationally. The article invites reflection upon the preparation and development of individuals seeking or already cast in this exacting role.

We present an analysis of pre-service teachers' (PSTs) conceptions of their own learning, focusing on relationships between where PSTs learn and conceptions of their own learning. Our data come from in-depth interviews carried out over a six-month period with PSTs on different routes into teaching. We identify four components of learning to teach: beliefs about knowledge for teaching and the focus, timing and selfdetermination of reflection. We found weak relationships between PSTs' conceptions and their route into teaching (led by a school or university) and stronger relationships between conceptions of their own learning and their experience of mentoring in school. KeywordsRoutes into teaching; conceptions of teacher learning; mentoring; teacher reflection; phenomenography; variation theory. reviewers and participants in the biennial conference of the European Association for Research in Learning and Instruction, Tampere, 29 th August-2 nd September 2017, for helpful comments on earlier drafts of this paper. We are grateful to anonymous referees for their very helpful comments which have helped in the preparation of this paper.

Many secondary schools, in their desperation to improve results, are being encouraged to reduce literature study to anodyne exercises . . . in how to please the examiner, turning young people away from a love of books.Mansell identifies twenty different ways in which test and examination results are used to hold teachers accountable, driving them to behave in ways that benefit schools rather than the children. Those who have visions and values of their own and resist the demands of hyper-accountability are severely punished. At Hunters Hall, a state primary in a working-class area, 140 children sing regularly in two school choirs and almost every year group is full because the school is overwhelmingly popular with parents. The 1999 inspection report praised the 'very strong' leadership and 'high quality teaching' at the school. Despite its acknowledged strengths, Hunters Hall failed one of the first inspections under the new Ofsted regime in 2005. The head believes the inspectors had a 'set agenda' exclusively concerned with test results, so that the quality of education was deemed inadequate without regard for other evidence. According to Mansell, the performance data that drives hyper-accountability is insufficiently reliable to support such comparative judgements, partly because the choice of indicators (e.g. 5A*-C) is arbitrary and value laden but also because: . . . the statistics are largely meaningless as a guide to improvements in our schools, because too much about the exams system has changed over the years to enable any sensible comparisons to be made.