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Why is teacher supply and retention so poor in some countries, and what can be done about it?

Individual papers presented under the theme Teacher Education and Development IN THIS SESSION Why is teacher supply and retention so poor in some countries, and what can be done about it?...

Teachers seconded as teacher educators: Transformations and tensions

BERA Conference 2023

Introduction In Ireland teacher continuing professional development is provided by national support services. These are staffed with teachers seconded annually from their schools for a maximum of...

Can developing peer mentoring relationships improve teaching development in higher education?

BERA Conference 2023

Teaching excellence has been at the forefront of policy worldwide (O’Leary & Savage, 2020). In the UK, the Teaching Excellence Framework, ranking tables and scrutiny from the Office for...

Ethnic inequality in the teaching workforce in schools: Why it matters

BERA Conference 2023

Ethnic minority communities in the UK see education as a gateway for opportunities. Yet in the UK, the ethnic background of teaching staff does not mirror the profile of the pupils (Demie & See,...

Musicianship for key stage 1 teachers

Learning for all: BERA Small Grants Fund research reports

Teaching generalist primary teachers to teach classroom music

A critical authenticity: Facilitating teacher self-articulation through poetic inquiry

Have you ever wondered what is in a teacher’s bag? The following is a ‘found’1 poem compiled from the chat transcript of one of the four online poetry workshops which formed a part of the...

British international schools: Are teachers and school leaders qualified?

Parents who choose to send their child to a British School Overseas (BSO) do so for quality assurance of a British education, one which promises the highest of standards but also comes at a cost...

Grief matters

Learning for all: BERA Small Grants Fund research reports

Exploring the impact of bereavement & grief on learning for all

Learning for all: BERA Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by BERA’s 2022/23 Small Grants Fund (SGF) on the theme ‘learning for all’. The projects...

‘Being well’ and ‘doing well’: Exploring the relationship between student and teacher wellbeing

There is a tendency to see teacher wellbeing and student wellbeing as competing concerns in school leadership and culture. What teacher wellbeing and student wellbeing have in common is the...

Call for reviewers for landmark BERA & BCF publication

BERA and the British Curriculum Forum (BCF) are currently editing an exciting landmark publication, Curriculum in a changing world: 50 think pieces on education policy, practice, innovation &...

Developing key stage three assessment and feedback policy and practice: Recommendations for English secondary schools and teachers

Introduction Research on the importance of ‘feedback literacy’ (helping learners to understand and use their teachers’ feedback to improve their learning) and ‘student agency’ (where...