Towards an understanding of curricular justice: A provocation

Reimagining a curriculum for teacher knowledge

There are a number of premises that underpin this think piece about ‘reimagining a curriculum for social justice’. They include the assumptions that we need an education system with broad...

A curriculum of relationships

Reimagining a curriculum for teacher knowledge

A relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.

Using mentoring and coaching to focus on the curriculum in action

Reimagining a curriculum for teacher knowledge

As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...

What do teachers need to know to be able to teach? How and when do teachers learn?

Reimagining a curriculum for teacher knowledge

By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.

Remaking the curriculum of early-career teacher education

Reimagining a curriculum for teacher knowledge

As attention in England turns to the Early Career Framework, four expert authors consider the recent progress made in advancing professional learning in Scotland, Northern Ireland and Wales.

Education for Justice

Societies in many parts of the world are still dealing with the colonial legacy of educational systems that served a privileged few. Efforts are constantly made to redress the resulting historic...

The roles of school leaders and teachers in a technology-facilitated instructional reform

Generous access to technologies in the digital age provides alternative resources for educational practices. While the educational use of information and communication technology (ICT) increases...

The impact of teacher supply challenges on high-quality subject-specific mentoring

It is widely reported that the teacher supply crisis in the UK impacts greatly on the development of learners in schools right across England (Worth, Rennie, & Lynch, 2018). This issue is not an...

Co-teaching and 21st century pedagogy

Co-teaching provides a collaborative pedagogy in initial teacher education, whereby co-teachers share expertise to: improve the learning environment for students, and develop each other’s...

England’s computing curriculum: A clash of values, beliefs and purpose

How does industry’s participation in the creation of education policy impact upon what happens in the classroom? My recent ethnographic case study (Larke, 2019), of how England’s national...

Creativity, criticality and reflexivity: A gentle approach to action research

The BERA and RSA Report (2014) confirmed the educational value of making schools research-rich environments, and work continues to be done on convincing schools that this really is the case, and...

Developing a framework for initial teacher education and beyond: Phases and strands

England’s Department for Education recently launched the Early Career Framework (ECF) for the first two years of a teacher’s career (DfE 2019). This initiative, welcome though it is,...