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Covid-19 and schooling for uncertainty

Covid-19 reveals an urgent need to focus on an area of worldwide educational significance: the importance for schools of engaging with uncertainty as a key facet of education. In recent decades, a...

Virtual teaching for children with dyslexia: The realities and disturbing absence of research

Covid-19, education and educational research

I am writing this post from both a parental and scientific perspective. Firstly, from a parental stance, SARS-CoV-2 and subsequent coronavirus 19 has undoubtedly driven us into situations that...

The future of religious education in England

The Commission on Religious Education (CoRE) proposes a statutory change of the name for the subject religious education (RE), into ‘Religion and Worldviews’ in all publicly funded schools...

Time to consider a ‘career in education’, rather than a ‘teacher career’?

Although seminal teacher career models (Day, Sammons, Stobart, Kington, & Gu, 2007; Fessler & Christensen, 1992; Huberman, 1993; Sikes, Measor, & Woods, 1985) have established predetermined...

Is there a tension between teaching and assessing critical-thinking skills?

The widely varying quality of responses to the global Coronavirus pandemic presents yet another example of the importance of critical-thinking skills among leaders and the public dealing with...

Online teacher education in times of Covid-19

Covid-19, education and educational research

Almost all dimensions of human experience have been affected by the Covid-19 outbreak, and governments around the world have adopted stringent measures to stop the spread of the virus. One such...

Teacher identity in a performative age: Coming to research through autoethnography

What is it to be a teacher? In 2014, five years into my career as a primary school teacher, I would have answered that question with a story of early promise as a trainee and professional success...

Placing the subject at the heart of initial teacher education: How do mentors focus on subject specifics within lesson observation feedback?

Despite written lesson observation feedback being valued by beginning teachers (Hobson, Ashby, Malderez, & Tomlinson, 2009) and perceived as a mechanism to link theory and practice (Puttick,...

Lorna Hamilton

Senior Lecturer

Having worked as an English teacher and as a primary teacher, I draw on substantial experience in schools to inform my teaching. I am also passionate about educational research and the ways in...

The importance of the wider context: How an ecological approach can assist in understanding ICT take-up

Those researching technology use in education often switch between excessive optimism and excessive pessimism. They see the opportunities that new technology offers for creativity and a more...

In a practitioner enquiry approach, is reflexivity the same as researcher metacognition?

The connection between metacognition and reflexivity might feel like a relatively academic link to make but, for the two of us, it is about securing practitioner enquiry in the teacher domain...

Teaching professionalism in Norway and Brazil: Why combine concepts and compare countries?

This blog post will address two questions: When studying the teaching profession, why combine the concepts of teacher autonomy and teacher agency? And why compare such different national settings...