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Situated professionalism and its influence on the university–school divide within initial teacher education

‘Would you do that in school?’ A question familiar to anyone who trains new teachers, but one without an easy answer. There often appears to be a divide between what trainees view as...

Aspiration and constraint in the post-COVID post-compulsory crisis

Online registration for this event has now closed, please email events@bera.ac.uk to register. #BERA_PostCompulsory Online event – pre-registration essential After decades of uncertainty...

Employer engagement with schools in Wales

Many young people leaving school will at some point enter employment. It is, therefore, important to examine how employers engage with the future workforce within secondary schools. Businesses may...

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...

Making post-GCSE decisions during the Covid-19 crisis: The need for action

Covid-19, education and educational research

In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...

Mike Seal

Professor of Education and Social Mobility

I have three part-time roles: Director of the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA) and Professor of Youth and Community Education at St Mary's...

Influencing student aspiration levels in FE and HE colleges: Does anybody care?

I am currently researching student aspiration levels at further and higher education colleges in England. Quaglia and Cobb (1996, 127) suggest that a student's aspirations can be defined as their...

What we can learn from degree apprenticeships and work-integrated learning

The British government’s introduction of degree apprenticeships (DAs) in 2015 marked a turning point in the delivery of both higher and vocational education in England. When announcing the...

Post-Compulsory and Lifelong Learning – SIG Convenor vacancy

This SIG aims to facilitate and stimulate debate amongst researchers in the field and assist them in communicating their work to inform understanding and to influence post-compulsory and lifelong...

Knowledge and expertise in technical and vocational education

This event has now been postponed. To be kept updated on when this will be reschedule for, please email events@bera.ac.uk. The knowledge that students engage with in vocational courses and...

Enabling research in post-16 and beyond

During my continuing professional development (CPD) evaluating digital learning in the further education (FE) environment a valuable piece of research emerged, which referenced Laurillard’s...

Independent educational researchers: Untying knots of ethical issues and gaining ethical approval

At the request of the Independent Researchers’ Forum (IRF), BERA recently hosted a vibrant event aimed at independent researchers. The topic, ‘Ethical Issues and gaining ethical approval’,...