Showing results 229–240 of 415
To celebrate the 50th anniversary of the British Journal of Educational Technology (BJET), Melissa Bond (University of Oldenburg), Dr Olaf Zawacki-Richter (University of Oldenburg) and Dr Mark...
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Melissa Bond
Over the last few years and throughout my PhD I have focussed on teaching for equity and diversity to improve the social ills that plague our society through my subject matter: physical education....
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Shrehan Lynch
In a recent BERA blog, ‘The neglect of practice’ (14 December 2018; see also Hordern 2018), Jim Hordern argued that we need to consider not just what teachers do when they teach, but what...
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Lyn Yates
Overall, teacher educators generally tend to be seen as ‘an ill-defined, under researched and sometimes beleaguered occupational group’ (Menter, Hulme, Elliott, & Lewin, 2010: 11). BERA and...
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Jim Crawley
Writings about faith and education tend to fall into particular longstanding debates about: the teaching of religious education in schools; the act (or not) of assembly; the use of religious texts...
Robust school leadership is seen as the most effective route by which schools and outcomes for students can be achieved (Greany, 2015). But how does a headteacher of a school graded...
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Val Poultney
In England there are two distinct communities of teacher educators: institute-based teacher educators (IBTEs) employed by higher education institutions (HEIs), and school-based teacher educators...
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Elizabeth White
BERA Blog end of year highlights
A seasonal welcome to all our BERA Blog readers in the UK and around the world in this, our third end-of-year-highlights special edition. And what a year this has turned out to be. (I really will...
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Gerry Czerniawski
‘We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for...
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Peter Goodyear
A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified...
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Marlon Moncrieffe
‘The primary place in which to work at ecology is necessarily in the field’ Tansley (1952/1987) Most contemporary ecologists could not envisage a world without fieldwork....
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Stephen Tilling
Language is the most ubiquitous and flexible of the meaning-making tools. As such, it is a teacher’s main pedagogic tool (Littleton & Mercer, 2013). ‘Classroom dialogue’ can be thought of as...