Developing Critical Thinking

Learning to Teach in the Secondary School is the market leading text for all undergraduate, postgraduate and school-based routes to qualified teacher status. It offers an in-depth and practical introduction to the knowledge, skills and understanding needed to become a confident and effective teacher. With a focus on evidence-based practice, the book includes a wealth of examples to demonstrate how to successfully apply theory to practice, and how to critically analyse your practice to maximise pupil learning. This 7th edition is fully updated in light of the latest initiatives, evidence and research in the field, offering comprehensive coverage, unit by unit, of the key concepts and skills addressed on initial teacher education courses in preparation for work in schools. The wide range of pedagogical features support both university based work - including that up to Masters Level - and school-based initial teacher education, and are designed to help you develop those qualities that lead to good practice and a successful future in education

Leaders’ views on the values of school-based research: contemporary themes and issues

In 2004, McLaughlin, Black-Hawkins and McIntyre published a literature review that explored the ways in which individual teachers, whole schools and groups of networked schools were engaging in practitioner research and enquiry. In the light of significant changes to the education landscape, the empirical research in this article provides an account of engagement with 25 school leaders to explore what schools are doing in the area of practitioner ‘research’ or ‘enquiry’ today. Although teachers in schools may both use research and generate findings, this research was particularly concerned with the generation of professional knowledge through research and enquiry in schools in England today. A sample of school leaders was interviewed to establish their current approach. Findings include questions about the effects on teachers’ dissatisfaction in the face of a revealed gap between actuality and idealism, the possible evolution of a new teacher-educator population and the effects on those working in higher education as they address the shifting needs of twenty-first-century teacher education. As school-based research continues to be a factor, this represents a timely scoping of the thinking of school senior leaders and considers the implications of this developing practice

Between a rock and a hard place:leading university teacher education in England

Processes of market-making and regulation are recalibrating the work of teacher education. While an established body of research has examined changes to the content and control of teacher education in the UK and internationally, the impact of audit-based accountability on the work of academic leaders is neglected. This study explores the career transitions, experiences and commitments of leaders in professional education at a time of jurisdictional challenge. Drawing on interviews with Heads of Department of 10 large-scale university providers of pre-service teacher education in England, the analysis addresses the impact of multiple accountabilities on professional agency, identity and efficacy. The study finds participants’ need to demonstrate compliance with policy directives in a highly volatile operating context diminishes possibilities for critically reflexive leadership practice and policy activism

Developing the political citizen: how teachers are navigating the statutory demands of the Counter-Terrorism and Security Act 2015 and the Prevent Duty

The ‘Revised Prevent Duty Guidance for England and Wales’ (2015) presents statutory guidance under section 29 of the Counter-Terrorism and Security Act 2015. This guidance states that “Schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas. The Prevent Duty is not intended to limit discussion of these issues” (DfE, 2015, p. 11). The Prevent Duty also requires schools to identify pupils at risk of radicalization and have in place “robust safeguarding policies” (DfE, 2015, p.11). Schools that are unable to satisfy OfSTED will be subject to ‘intervention’ (maintained schools) or ‘termination of funding’ (academies and free schools). This article explores the interplay between the statutory requirement to provide opportunity for pupils to debate and explore issues relating to citizenship in the public sphere in the light of religious and political discourses and the statutory requirement to monitor and report potential ‘vulnerable’ pupils. It asks what measures are employed to judge ‘vulnerability’ and ‘risk’ when they are encouraged to promote debate and active political engagement. The article argues that in discharging their Prevent Duty, teachers become self-regulating, ‘governmentable subjects’ themselves

Building Research-Informed Teacher Education Communities: A UCET Framework

©UCET December 201

A Review of Evidence on Gender Equality, Women's Empowerment, and Food Systems

Achieving gender equality and women’s empowerment in food systems can result in greater food security and better nutrition, as well as more just, resilient and sustainable food systems for all. This chapter uses a scoping review to assess the current evidence on pathways between gender equality, women’s empowerment and food systems. The chapter uses an adaptation of the food system framework to organize the evidence and identify where evidence is strong, and where gaps remain. Results show strong evidence on women’s differing access to resources, shaped and reinforced by contextual social gender norms, and on links between women’s empowerment and maternal education and important outcomes, such as nutrition and dietary diversity. However, evidence is limited on issues such as gender considerations in food systems for women in urban areas and in aquaculture value chains, best practices and effective pathways for engaging men in the process of women’s empowerment in food systems, and how to address issues related to migration, crises and indigenous food systems. While there are gender-informed evaluation studies examining the effectiveness of gender- and nutrition-sensitive agricultural programs, evidence indicating the long-term sustainability of such impacts remains limited. The chapter recommends key areas for investment: improving women’s leadership and decision-making in food systems, promoting equal and positive gender norms, improving access to resources, and building cross-contextual research evidence on gender and food systems