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Annual Conference 2018

19 March 2019

11th-13th September 2018 Northumbria University The BERA conference went to Northumbria University for the first time. Attended by 762 delegates. This conference had keynotes from Carol...

What is school science for?

Science is now being taught to more pupils than at any time in history. This has come about in part because governments across the world have acknowledged the importance of science and technology...

Linking school teachers’ practice with research in educational technology: A call to action

To celebrate the 50th anniversary of the British Journal of Educational Technology (BJET), Melissa Bond (University of Oldenburg), Dr Olaf Zawacki-Richter (University of Oldenburg) and Dr Mark...

Transformative pedagogy in teacher education: Lessons from PE teacher educators

Over the last few years and throughout my PhD I have focussed on teaching for equity and diversity to improve the social ills that plague our society through my subject matter: physical education....

English in Education – Curriculum and Assessment

Online registration has now closed. If you want to attend this event, please email events@bera.ac.uk for details of how to register onsite. This one-day event provides a forum for...

English literature: An aesthetic form of knowledge

English literature was introduced as an essential component of Britain’s school curriculum in the early 20th century as part of a broader effort to create, inter alia, an education system based...

Peering through the looking glass: Making sense of the observation process in HE

This blog is inspired by two recent experiences. The first was attending Matt O’Leary’s recent seminar at Liverpool John Moores’ University on ‘Observing teaching and learning in higher...

The ambiguities of knowledge, expertise and purpose

In a recent BERA blog, ‘The neglect of practice’ (14 December 2018; see also Hordern 2018), Jim Hordern argued that we need to consider not just what teachers do when they teach, but what...

Curriculum development through professional enquiry: Developments in Wales

Since the publication of Graham Donaldson’s report in 2015 (Donaldson, 2015) and the adoption of its recommendations by the Welsh Government, pioneer schools across Wales have been taking the...

Invisible educators or connecting professionals? Post-compulsory teacher educators

Overall, teacher educators generally tend to be seen as ‘an ill-defined, under researched and sometimes beleaguered occupational group’ (Menter, Hulme, Elliott, & Lewin, 2010: 11). BERA and...

Rethinking sex and relationship education in the age of #MeToo

In February 2017, the UK government announced that it would introduce legislation to make age-appropriate sex and relationship education (SRE) compulsory within English schools. The objective of...

Unthinkable, unfundable and unknowable: The ‘evidence void’ on making science accessible to pupils with learning disabilities

The question of how, in an age of performativity, we will be enabled to undertake any research other than that which promises to be productive in the short term is becoming increasingly pressing....