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'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'
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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...
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Curriculum is – or should be – at the heart of educational practice
New forms of national curriculum emerging worldwide have shifted the focus from input regulation – detailed specification of content to be taught – to output regulation – evaluation of the...
Continue reading blog postChallenging consumerism through education as human development
The culture of transforming everything into products to be ‘consumed by the market’ is manifesting itself as a global pathology. This trend is destroying longstanding communities of practice...
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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...
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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...
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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...
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Faith-based education is (not) what we are talking about
Writings about faith and education tend to fall into particular longstanding debates about: the teaching of religious education in schools; the act (or not) of assembly; the use of religious texts...
Continue reading blog postThe neglect of practice
Many BERA members will be very familiar with terms such as evidence-informed practice, evidence-based practice and research-engaged teaching. The recent BERA close-to-practice research project is...
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Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape
The starting point for our article (Parker & Levinson, 2018) was the apparent contradiction in current government policy between an essentially top-down, ‘zero tolerance’ behaviourist model of...
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Aretaic pedagogy: How we can transform the aesthetics of good teaching?
Aretaic pedagogy is suggested as a refreshing paradigm of good teaching, putting at its centre, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in...
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Young children’s perceptions of due process in schools’ disciplinary procedures
‘It’s not fair!’ is a common phrase heard in schools. But what is ‘fair’ in the eyes of pupils? Our recently published study in the British Educational Research Journal explored how...
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