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August 28, 2023

Sleeping Beauty and the future of (teacher) education

What if you fell asleep and wake up one hundred years from now? How do you think education smells in 2123? Which metaphor would best represent the teacher-student relationship we see? Which animal do you hope runs the school premises? Sixty educational professionals working in all areas of the educational field
February 1, 2022

Long-COVID-19 – The need to (re-)research about teacher educators’ professional learning needs

The COVID-19 pandemic has encouraged us to rethink about the long-lasting implications for teacher education and how the traditional approaches to educate teacher candidates have evolved. This unexpected scenario has become a living laboratory for teacher educators who have had to transfer to solely relying...

March 5, 2021

Fit to teach?

As a teacher educator of 13 years of experience, I have learned a great deal since Covid-19 took its grip on the UK in March 2020, with the pandemic providing me with time to reflect on and review my previous and current practice (Bain et al 2002).The personal and professional became inextricably intertwined, prompting me to engage with my practice in more depth. I am a teacher educator, a parent, an assessor, and a former school teacher. These roles once separate, have become interwoven, leading me to look at my engagement in the teacher educator landscape through a different lens.

October 30, 2020

Changing the ‘message’ of school physical education in response to COVID-19: avoiding the ‘new normal’

The current Covid-19 pandemic has, and will continue to, significantly influence the way in which teaching and learning are experienced in schools (Kaur, 2020). As some governments begin to consider plans and protocols for a safe return to schools, as a physical education teacher and physical education teacher educator respectively, we raise the concern that physical education...

October 13, 2020

Teachers as teacher educators in the post-COVID world

It has been a decade since the highly influential report Teaching Scotland’s Future, also known as the Donaldson Report, was published. This document set out a blueprint for developing teacher education in Scotland. I know this report well, because I read it cover to cover, in preparation for my current job in Teacher Education. The interview presentation asked me to consider the recommendation: “All teachers should see themselves as teacher educators...”

October 13, 2020

Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 3)

On March 12th, 2020, the HEIs closed. As work moved from our educational institutions, complete with offices, corridors, lecture theatres, tutorial rooms and staff rooms, to our homes, we also moved from the physical world to the virtual world of work. In designing these new...

October 13, 2020

Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 2)

Our identities have changed somewhat as a result of the many changes to our professional routines, norms and practices coupled with changes and adjustments in our personal routines. Our omni-presence at home means we ‘wear many...

October 13, 2020

Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 1)

As a teacher educator and Assistant Dean Research I believe it is incumbent on me to examine, suggest and explore initiatives amongst teacher educator colleagues in helping in identifying and initiating how best to consider ‘spaces’ where teacher education colleagues can harness...

June 23, 2020

Mentoring as support for professional development

Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. As researchers we were curious to find out what expectations newly qualified teachers, their mentors and their school-leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed...