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Unlocking the power of immigrant teachers: Transforming education

Today’s superdiverse educational landscape, marked by a global teacher shortage crisis worsened by Covid-19, heightens the demand for educators, especially in countries like Australia and the...

Identifying school-based teacher educators’ professional learning needs

Globally, there is a growing focus on school-based teacher education models (Lunenberg et al., 2014). The ‘pendulum swing’ between theory and practice has made schools and teachers far more...

Enhancing high school video-based learning: Insights for educators

BERA Conference 2023

Video lessons were used extensively by high school teachers during Covid-19 emergency remote learning. Now, in the wake of the pandemic, video instruction continues to play an important role in...

House of cards: The marketisation of school leadership qualifications in England

In 2017 the Department for Education (DfE) launched National Professional Qualifications (NPQs) in middle, senior and executive leadership, as well as a revamped NPQH for headteachers, to train...

Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds

BERA Conference 2023

This pilot study sought to identify relationships between primary pupils’ personality profiles and their patterns of interaction during small group collaboration. In UK classrooms, pupils often...

British Educational Research Journal: Call for special issues (2024)

This opportunity is now closed. The incoming editors of the British Educational Research Journal (BERJ) intend to publish a number of special issues during their tenure, which commences in...

Support for newly qualified professionals: It takes a village

In the UK context, as per worldwide, we need teachers and doctors more than ever. We face the challenge of attracting the right candidates, ensuring they complete training programmes, and enter...

The road to BERA 2023

BERA Conference 2023

The sun was setting on the final days of summer in Aotearoa New Zealand as the UK was looking forward to spring. My academic friends and I, separated by time, space and seasons, dreamed of when we...

Teachers are doing it for themselves: Developing Beach School approaches to support an effective climate change curriculum

Zac Goldsmith’s controversial resignation letter in 2023 was interesting for its ‘insider’ revelation about the apathetic attitude of the present political leadership towards the...

Rose-tinted glasses and varifocals: A reflective lens on the development of initial teacher training curricula

In 2023 I attended the annual BERA Conference, and was particularly struck by Elizabeth Chapman Hoult and colleagues’ workshop, ‘Revisioning teacher education within higher education: An...

The teacher education content framework we really need

The BERA Blog post ‘Dropping off a cliff’ makes a strong case that the current trainee teacher recruitment crisis in England has been exacerbated by several Department for Education (DfE)...

How to optimise the use of Hattie and Timperley’s feedback levels for student learning

Hattie and Timperley (2007) distinguish four levels of feedback messages that address different aspects of students’ learning: task, process, self-regulation and self. This blog post outlines...