Society and Learning Research Priority Area - Research share September 2021

The session, held in September 2021, is an introduction to the work of Society and Leaning Research Priority Area (RPA), in which we examine the nature and role of the RPA as well as the ways in which it supports research in the university. The largest part of the event is an opportunity for staff to share a slide on their research, including the focus of the work, ongoing and potential projects, and opportunities for others to get involved

Action Research for Student Teachers

Action research is a popular part of many teacher training courses but understanding how to do it well is not always straightforward. Previously known as Action Research for New Teachers, this book will guide trainee teachers through each step of the process, from initial stages of planning and research, through to how to analyse data and write up a research project. This second edition includes: · A new ‘Critical task’ feature, with suggested responses · Discussion of where action research ‘fits’ in the word of education research · Exploration of the skills and attributes needed for undertaking action research · Guidance on how to write with clarity and purpose

Action Research for Student Teachers

Action research is a popular part of many teacher training courses but understanding how to do it well is not always straightforward. Previously known as Action Research for New Teachers, this book will guide trainee teachers through each step of the process, from initial stages of planning and research, through to how to analyse data and write up a research project. This second edition includes: · A new ‘Critical task’ feature, with suggested responses · Discussion of where action research ‘fits’ in the word of education research · Exploration of the skills and attributes needed for undertaking action research · Guidance on how to write with clarity and purpose

Teaching the Primary Curriculum

This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching

Teaching the Primary Curriculum

This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching

Introduction to Primary School Teaching

This book gives primary student teachers the professional knowledge required to succeed in the classroom and an understanding of how to develop their teaching skills throughout their teacher training course. Taking the key themes of the ITT Core Content Framework, this comprehensive book covers every major aspect of contemporary teaching and supports new teachers in reflecting on what good pedagogic practice looks like and how to develop this through observing and learning from expert colleagues. Case studies, based on real examples provided by headteachers and other experts, offer the chance to explore day-to-day teaching issues in real life. Critical tasks and question guides challenge readers to deepen their practical knowledge. This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS) and school-based (School Direct, SCITT, Teach First) routes into teaching

Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning

This article reports on research undertaken to understand the impact on primary student teachers’ professional learning when school-based mentors explicitly share their expertise through discussing some of the ‘Learn how to’ statements from the Core Content Framework for Initial Teacher Training, introduced by the Department of Education in 2019 to establish minimum entitlement for all student teachers. Initial Teacher Education has become more school-based and the role of school-based mentors is increasingly significant. Primary student teachers took part in an online survey, and school-based mentors in focus group discussions, to explore the impact of weekly expert guidance meetings and how these might be improved. Student teachers valued learning from school-based mentors when they shared their expertise in an explicit, well-contextualised way but that this practice was not fully embedded across schools. Mentors were keen to share their expertise with student teachers, and identified the importance of structured, dedicated time to discuss the ‘learn how to’ statements, tailored to individual needs, and for student teachers to identify specific follow-up actions to apply to their developing practice. Mentors identified ways in which such discussions might have greater impact through, for example, developing their knowledge of the curriculum of the ITE provider