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Professional learning for teacher educators: BERA Small Grants Fund research reports

This series of reports presents the findings and recommendations of four research projects funded by BERA’s 2024/25 Small Grants Fund (SGF).  The funding aimed to support research focussing on...

Opening the black box of evidence, urgently

10 years of the BERA Blog

The idea that education should be or become an evidence-based profession has been around for several decades and is still gaining in popularity in many countries around the world. The idea of...

Initial teacher education: Current directions in times of global disruption

BERA Conference 2025

Teacher shortages, political instability, emerging global crises and the aftermath of the pandemic have created significant pressure on education systems across the world. In response, initial...

Climbing the qualification ladder or leaving the profession: The crisis in early childhood work

A crisis exists relating to the status of qualifications and pay in the early childhood education and care (ECEC) workforce in England (Nutbrown, 2021) marked by both low pay and morale. In this...

BERA journals virtual issue: Evaluating the worth of race, ethnicity and education over the last five years

Racism is a shapeshifter that adapts to silence minoritised ethnic voices, unless it is continually made visible. Race research therefore needs continuous development to challenge pervasive...

Born to teach? Questioning the narrative of vocation among teachers

We know that more teachers are desperately needed in England, and that some subject specialisms experience particularly severe shortages (Maisuria et al., 2023). Seemingly less of a policy...

Early career teachers and teaching assistants working together: Charting an underexplored area of teacher induction

Both in England and internationally (for example Australia and Ireland), there has been renewed policy emphasis on supporting early career teachers (ECTs) to develop teaching strategies that are...

Network mapping: Fostering student belonging through relationships in higher education

Fostering students’ sense of belonging in higher education (HE) is widely recognised as key to academic achievement, retention and wellbeing (Ajjawi et al., 2025; Blake et al., 2022). Though...

Manipulatives: Using pedagogy to drive practice

Manipulatives are objects that can be handled and moved and are used to develop learners’ understanding of a mathematical situation (Griffiths et al., 2017). The popular...

Teacher autonomy in education: Key insights and how to promote it

Scientific interest in the topic of teacher autonomy has grown in recent years in research publications across both international and local literature. This growing attention may be due to the...

Seeking a new paradigm for antiracist multicultural education

English society and its education system have been through several phases of multicultural education. The current context for race, racism and hope education was discussed by Vini Lander in her...

Teachers need to be racially literate to practise safely in our nation’s schools

To confidently address racial challenges in today’s schools, UK teachers must surpass superficial understandings of racism. ‘Racial literacy’ is the capacity to grasp how race and racism...