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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...

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...

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.'

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...

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.

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.

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.

Sharon Jones

Senior Lecturer Education Studies (with Modern Languages)

Sharon Jones is senior lecturer in education studies at Stranmillis University College, Queen’s University Belfast.

The impact of the prevent duty on schools: What does the evidence tell us?

The UK government has become influential in the field of countering violent extremism (CVE), and Kundnani and Hayes (2018) document how its legislation and policy framework has been exported...

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...

Claire Needler

Claire Needler is an ethnology PhD student in the Elphinstone Institute, University of Aberdeen. Her current research area is contemporary use of the Scots language among young people in the north...

Sarah Seleznyov

Co-Headteacher

Sarah Seleznyov is one of the founding Headteachers of School 360 and leads the Rethinking Schools project for Big Education. She has worked in London schools for over 25 years including as a...