What are we educating for?
Although it has always been significant, the question of what we are educating for is now particularly important. There is growing consensus that the educational challenges we face require...
BERA Blog
Tomorrow never knows: AIE a discourse of hype
Much hype around artificial intelligence in education (AIE) is crystallised in the language. This was demonstrated emphatically in the ‘discombobulated’ tones of a working paper from Hamilton,...
‘Doing time’: Issues for qualitative research when dealing with data related to time
Why is data related to time important for education research? Considering ‘time’ is a crucial issue for researchers of education because development and change are fundamental to understand...
Is there value in this proposed mechanism for expert policy advice in education?
This blog post is based on a recent article published in the British Educational Research Journal entitled ‘Towards a mechanism for expert policy advice in education’ (Skerritt, 2023). The...
Initial teacher education: Are we missing something?
Initial teacher education (ITE) has increasingly come under public and political scrutiny in several countries due to a growing focus on competitive international rankings (Douglas-Gardner &...
Holding the space for professional learning
The professional learning of teachers and school leaders occurs in multiple spaces and potentially throughout their careers. Professional learning matters because it creates opportunities for...
Beyond the hype: The practical and ethical implications of generative AI in education
Imagine a world where a machine could offer students personalised feedback, generate new content tailored to their needs, or even predict their learning outcomes. With the rapid emergence of...
Generating research income versus REF results: What is the relationship?
On 12 May 2022, the results of the United Kingdom’s Research Excellence Framework 2021 (REF2021) were released. Generally known as ‘the REF’, this framework exists to assess and hold...