Developing a Pan-European Approach to Teacher Educators

This paper explores from an English perspective the outcomes of the InFo-TED* Summer Academy: a pan- European attempt to encourage collaboration in professional development for teacher educators (see Conway et al., 2015; Czerniawski et al., 2017). In exploring the experience and outcomes of collaborative professional development through the InFo-TED project, we recognise that the diversity of teacher education routes in England and shifting policy landscapes (Murray et al., 2017) create salient opportunities to explore the English context in line with European policy directives (Czerniawski et al., 2018; Vanassche et al., 2019) and the enacted and lived professional experiences of other European colleagues in this shifting field. To do this, this paper draws upon the auto-ethnographical reflections, vignettes and journals of Summer Academy participants, seeking to situate teacher educators’ practices within the ‘concrete context’ of teacher education reform (Vanassche et al., 2015). Within this context, we argue, is the need for a returned attention to teacher educators’ development

GCSE practical work in English secondary schools

In England, the GCSE science curriculum has been undergoing major changes, and the new school curriculum was implemented in September 2016. One of the big changes is that the internal assessment of practical work no longer counts towards the final GCSE science grade. It has been established that assessment influences teaching, so non-contribution of practical work to the final grade may dilute the funding for practical work conducted in schools, especially in GCSE lessons. However, the GCSE science exam paper will now include questions on practical work which may allow more lesson time to be devoted to discussion of results and observations of practical work, an area of development identified in previous studies. Discussions provide opportunities for learners to make links between the practical task and the underlying conceptual knowledge, thereby increasing the effectiveness of practical work. This article aims to explore the range of literature available on the effectiveness of science practical work in English secondary schools and consider the possible effects of the removal of internal assessment of practical work from the GCSE curriculum

Teacher Educators and Expansive Learning in the Workplace and Beyond

Research on the professional learning of teacher educators is a relatively young and under-researched area, despite the importance of this occupational group in the fast-changing area of teacher education internationally. Past provision for learning has often focused on either one-off professional development events or workplace learning. Aiming to develop new knowledge and understanding of professional learning for teacher educators, this article attempts firstly, to analyse the impact of a one-off learning event, offered by the European InFo-TED group, on its participants, and secondly, to look at where and how the learning generated there developed further learning back in the workplace. Deploying a conceptual framework emphasising participatory professional learning and Engestrom’s concept of expansive learning, we explore how these two forms of learning might be planned and implemented in order to provide integrated, professionally relevant and enduring forms of learning

Book reviews

Reviews of several books: Developing professional practice 0–7, by Sonia Blandford and Catherine Knowles. Rethinking children and families: the relationship between childhood, families and the state, by Nick Frost. Developing professional practice 7–14, Developing professional practice 7–14, by Viv Wilson and Sue Kendall-Seatter

Research in Teacher Education: Volume 7, No.2, November 2017

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities

Research in Teacher Education: Volume 9, No.1, May 2019

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities

Research in Teacher Education: Volume 3, No.2, October 2013

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities

Research in Teacher Education: Volume 9, No.2, Novermber 2019

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities