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Neuromyths in schools

In recent years, much interest has been focused on the application of neuroscience in daily lessons and pedagogies (Canbulat & Kiriktas, 2017; Dekker et al., 2012). As a result, the new concept of...

Distance learning & initial teacher education: Making connections in a virtual world

The peaks and troughs of the Covid-19 pandemic continue to impact on almost every aspect of our daily lives, and initial teacher education (ITE) is by no means an exception. Reflecting on changes...

Beyond postures: How yoga philosophy can foster non-violence in our classrooms

In A Sanskrit Dictionary, Monier-Williams (1899, p. 854) defines yoga as ‘an application of the thoughts, abstract contemplation, meditation, (esp.) self-concentration, abstract meditation and...

BERA Response to the Public Consultation on the ITT Market Review (ITTMRR)

BERA below is publishing our full statement in response to the public consultation on the ITT Market Review (ITTMRR) - the full statement here is also available as a download below. In addition we...

What sources of data did teachers use to inform remote teaching under Covid-19?

Education & Covid-19: BERA Small Grants Fund research reports

Exploring how teachers collected and used data to make decisions about their practice while working in uncertain, rapidly changing conditions during lockdown and school closures, this report...

BERA Statement on the Initial Teacher Training Market Review Report

BERA is extremely concerned about the recommendations made in the Initial Teacher Training Market Review Report (MRR) commissioned by the Department for Education. We are particularly troubled...

Teaching English when schools are closed: Experiences & lessons learned

Education & Covid-19: BERA Small Grants Fund research reports

Following their closure to most students in March 2020, schools in England addressed the pedagogical challenge of remote learning using approaches that varied according not only to school culture...

How has Covid-19 affected how teacher educators engage their students in learning?

Education & Covid-19: BERA Small Grants Fund research reports

This report presents a mixed-methods investigation of how Covid-19 affected the ways in which teacher educators in Wales engaged their students with learning, and how the switch to online delivery...

Thinking like a teacher: Is the early career framework the answer to early career teachers’ prayers?

It’s a declaration that every teacher educator has heard from their trainees: ‘I’ve passed all the teaching standards so now I am a teacher!’ The current structure of teacher education...

Scientism, creationism and teaching about the nature of knowledge in schools

Given the harm associated with misinformation and the difficulties of working with complex real-life problems, are young people getting enough help in school with how to handle apparently...

How newly qualified teachers are coping in the time of Covid-19

Newly qualified teachers (NQTs) have arguably always had tough challenges to overcome; two in every five NQTs experience mental health problems (Education Support Network, 2018). Challenges cited...

Room to grow: Teachers, physical education and physical literacy

A quality physical education (QPE) programme is unlike the stereotypes of a ‘gym’ class often seen in popular culture. So, what should a QPE programme look like? QPE includes well-planned...