Showing results 205–216 of 415
In contexts in which English as a foreign language is a mandatory subject in secondary education, language learning motivation can be a challenge for teachers and ministerial curriculum...
Over 80 delegates attended the first conference of the recently launched Mental Health, Wellbeing and Education special interest group (SIG) at the University of West London (UWL) in July. The...
In England, less affluent areas have had greater difficulties in attracting qualified teachers than many other parts of the country. In coastal rural areas, which can be highly deprived, 7 per...
This blog post explores the concept of the ‘millennial school leader’, ahead of the presentation of our paper at the BERA Conference 2019. Our session will explore the findings of a systematic...
BERA Bites
The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning...
With the recent changes to legislation in relationship education and health education being announced as statutory within primary schools in England from September 2020 (Children and Social Work...
There is growing concern regarding the mental health and wellbeing of teachers in the UK. The charity Education Support Partnership recently published the Teacher Wellbeing Index 2018, which found...
What is the role of transnational and national education policies in the realisation of critical thinking?
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 relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.
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...
By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.