Editorial: Reimagining a curriculum for teacher knowledge
Introducing a special issue of the BERA Blog that offers insights into a new curriculum for teacher knowledge that's fit for the 21st century.
BERA Blog
Artificial intelligence and multimodal data in the service of human decision-making
The question, ‘What is an appropriate role for Artificial Intelligence(AI)?’, is the subject of much discussion and interest. There is little doubt about the great potential and the disruptive...
Are you experienced?
'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'
Remaking the curriculum of early-career teacher education
As attention in England turns to the Early Career Framework, four expert authors consider the recent progress made in advancing professional learning in Scotland, Northern Ireland and Wales.
Re-imagining the classroom to encourage school students to learn about literature
Motivating children to learn about literature and stay motivated in class is a challenge which we have found a way to address. We found that creating e-artefacts – that is, digital artefacts...
Encouraging educational research into nature, outdoor learning and play
BERA has a new Nature, Outdoor Learning and Play (NOLAP) special interest group (SIG)! It has the strategic aim of encouraging educational research into nature, outdoor learning and play across...
We need to talk about language: The researcher view
Coming from a background in community learning and development, my work in partnership with Banff Academy as part of my PhD research has been an interesting and rewarding experience. I find myself...
Curriculum coherence facilitates school development
The ways in which local educational stakeholders interpret and understand curriculum reform is crucial to its effects on everyday school practice (see for exampleSpillane, Reiser & Reimer, 2002)....
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Artificial intelligence and multimodal data in the service of human decision-making
The question, ‘What is an appropriate role for Artificial Intelligence(AI)?’, is the subject of much discussion and interest. There is little doubt about the great potential and the disruptive...
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The language that affirms gendered violence in schools
Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...
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Curriculum development: The practitioner’s view
Attending the BERA/BCF Re-Imagining A Curriculum for Teacher Knowledge event enabled me to develop a deeper and broader understanding of recent thinking about the curriculum in England. ...
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Connecting and the Curriculum: Reflections from Northern Ireland on joining the dots
As a teacher educator in Northern Ireland I was privileged to reflect about connecting learning, connecting times and cultures and, not least, connecting people, at the recent ‘Re-imagining a...
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A curriculum of relationships
A relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.
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Towards an understanding of curricular justice: A provocation
There are a number of premises that underpin this think piece about ‘reimagining a curriculum for social justice’. They include the assumptions that we need an education system with broad...
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Are you experienced?
'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'
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Using mentoring and coaching to focus on the curriculum in action
As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...
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What do teachers need to know to be able to teach? How and when do teachers learn?
By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.
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