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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.'

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.

Linda Clarke

Professor of Education

Linda Clarke was born in Brooklyn, New York, moving to Northern Ireland in early childhood. She qualified as a teacher in 1983 and served as a Geography teacher and head of department for 15...

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.

Moira Hulme

Professor of Teacher Education

Moira Hulme is professor of teacher education at Manchester Metropolitan University, where she leads the research group on Teacher Education: Curriculum, Leadership and Inclusion. She...

Gary Beauchamp

Professor of Education

Professor Gary Beauchamp is Professor of Education at the Cardiff School of Education and Social Policy at Cardiff Metropolitan University, and Honorary Professor in the School of Education at...

The roles of school leaders and teachers in a technology-facilitated instructional reform

Generous access to technologies in the digital age provides alternative resources for educational practices. While the educational use of information and communication technology (ICT) increases...

The impact of teacher supply challenges on high-quality subject-specific mentoring

It is widely reported that the teacher supply crisis in the UK impacts greatly on the development of learners in schools right across England (Worth, Rennie, & Lynch, 2018). This issue is not an...

Co-teaching and 21st century pedagogy

Co-teaching provides a collaborative pedagogy in initial teacher education, whereby co-teachers share expertise to: improve the learning environment for students, and develop each other’s...

England’s computing curriculum: A clash of values, beliefs and purpose

How does industry’s participation in the creation of education policy impact upon what happens in the classroom? My recent ethnographic case study (Larke, 2019), of how England’s national...

Developing a framework for initial teacher education and beyond: Phases and strands

England’s Department for Education recently launched the Early Career Framework (ECF) for the first two years of a teacher’s career (DfE 2019). This initiative, welcome though it is,...