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Is there a tension between teaching and assessing critical-thinking skills?

The widely varying quality of responses to the global Coronavirus pandemic presents yet another example of the importance of critical-thinking skills among leaders and the public dealing with...

Online teacher education in times of Covid-19

Covid-19, education and educational research

Almost all dimensions of human experience have been affected by the Covid-19 outbreak, and governments around the world have adopted stringent measures to stop the spread of the virus. One such...

Teacher identity in a performative age: Coming to research through autoethnography

What is it to be a teacher? In 2014, five years into my career as a primary school teacher, I would have answered that question with a story of early promise as a trainee and professional success...

Placing the subject at the heart of initial teacher education: How do mentors focus on subject specifics within lesson observation feedback?

Despite written lesson observation feedback being valued by beginning teachers (Hobson, Ashby, Malderez, & Tomlinson, 2009) and perceived as a mechanism to link theory and practice (Puttick,...

Lorna Hamilton

Senior Lecturer

Having worked as an English teacher and as a primary teacher, I draw on substantial experience in schools to inform my teaching. I am also passionate about educational research and the ways in...

The importance of the wider context: How an ecological approach can assist in understanding ICT take-up

Those researching technology use in education often switch between excessive optimism and excessive pessimism. They see the opportunities that new technology offers for creativity and a more...

In a practitioner enquiry approach, is reflexivity the same as researcher metacognition?

The connection between metacognition and reflexivity might feel like a relatively academic link to make but, for the two of us, it is about securing practitioner enquiry in the teacher domain...

Teaching professionalism in Norway and Brazil: Why combine concepts and compare countries?

This blog post will address two questions: When studying the teaching profession, why combine the concepts of teacher autonomy and teacher agency? And why compare such different national settings...

Teacher wellbeing: A systemic perspective

Education Support is the mental health and wellbeing charity of the education sector. We provide accredited counselling and welfare support to individuals, wellbeing services that enable schools...

The PGCE journey: Wellbeing and workload

The PGCE route into teaching has the lowest retention rate (Allen et al., 2016). Many students embarking on a PGCE are warned about the challenges of the course, as the following blog extract...

Personal values and trainee teacher wellbeing

Values and wellbeing Many teachers in England and Europe report the demands of their job harm their wellbeing (Education Support, 2019; ETUCE, 2011). Poor wellbeing is cited as a key reason why...

Mental health and wellbeing in doctoral students from black, Asian and minority ethnic (BAME) backgrounds

There is a large body of evidence for the poor mental health of both undergraduate and postgraduate students in higher education settings (Peluso, Carleton, & Gordon, 2011), leading to the Higher...