New teachers’ responses to Covid-19: Building on initial teacher education for professional learning

Education & Covid-19: BERA Small Grants Fund research

A great deal of international research has suggested that teachers struggled with the pivot towards online learning necessitated by the closure of schools in response to the Covid-19...

Embedding sustainability education in practice

A series of blogs that explore how new initiatives in a number of countries are developing and delivering education for sustainable development, from the early years to higher education.

Little fish, big streams: Early in-class maths ‘ability’ groups, early teacher judgements & primary schoolchildren’s later maths self-concept

Maths self-concept is important, not only for children’s experiences within education but because it is strongly related to subject choice, attainment and adult careers (Hansen & Henderson,...

Interrogating the notion of the seaside idyll in the context of initial teacher training

The prevalence of disadvantage in remote, economically depressed coastal areas of England is reflected in government initiatives aimed at turning around education in certain regions such as the...

Education for sustainability: Connecting learners with nature

Education has become an increasingly important part of the international agenda to raise awareness of how we can support action to shape a more sustainable way of life (Rieckmann, 2012). Enshrined...

Teacher micropopulism on social media

When you invest years in thinking about what populism is and how it manifests on social media, it is easy to forget that, for many, ‘populism’ is seen as a negative term, and that individuals...

New teachers’ responses to Covid-19: Getting by or getting ahead?

Covid-19, education and educational research

New teachers might have been expected to experience particular difficulties in moving to remote emergency teaching in March 2020. Funded by a BERA Covid-19 small grant project, we are exploring in...

Reimagining creative research methods & collaborative relationships in the context of Covid-19

Covid-19, education and educational research

Reflections on presenting at the BERA ECR Network symposium, January 2021

The Covid-19 pandemic and the early years workforce

Covid-19, education and educational research

The evidence is clear that motivated, knowledgeable and experienced staff are key to supporting children’s development in early years settings (see for example Melhuish, Ereky-Stevens, &...

Teacher agency in enacting physical education in a period of curriculum change and reform in Ireland

This blog pulls on elements of a larger study which aims to understand the enactment of curriculum policy through different curriculum policy stakeholders’ perspectives – such as curriculum...

Curriculum making as relational practice: A qualitative ego-network approach

Teacher networks have been identified as an essential element for the improvement of education reforms and consequently have attracted increased interest from educational researchers (Daly,...

Bubble, toil and trouble: School leadership as Shakespearean tragedy in and after Covid-19

Covid-19, education and educational research

In Shakespeare’s Macbeth, the witches exacerbate divisions, push ambition through brute force, hierarchy and power; their interventions end in the wicked destruction of leadership potential and...