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Revisiting the role of case knowledge in teacher development

Teacher knowledge is very much in the foreground of English early career teacher development, as articulated in the Department for Education’s (DfE) Core Content Framework and Early Career...

Decolonial and anti-racist pedagogies and curricular in teacher education: The importance of partnerships between practice and scholarship

BERA’s recent work in supporting research focused on race and education, including the 2021 Small Grants Fund (BERA, 2022), is part of wider initiatives in school and higher education sectors to...

Making connections when teaching mathematics: The role of teacher knowledge and beliefs

Mathematical ideas, concepts or procedures are interconnected; they therefore cannot be understood well in isolation. Mathematical connections made in the classroom give students opportunities to...

Dropping off a cliff: What’s really behind the fall in trainee teacher recruitment?

Graduates are giving teaching the swerve in increasing numbers. The Department for Education (DfE) has announced that recruitment for Initial Teacher Training (ITT) courses at secondary level is...

Science and religious education teachers’ perspectives on the purpose of RE on the secondary school curriculum in England

It is important that secondary school teachers know about the other subjects that are taught in their schools in order to provide a coherent curriculum experience for students. Over the past...

BERA Conference 2023 – Call for Abstract Reviewers

Would you be willing to act as a reviewer for abstracts submitted to the BERA Annual Conference 2023? To be involved, you will need to: be a BERA Member be available to referee abstracts...

Sultan Turkan

I specialize in improving educational practices for multilingual immigrant children. My research is guided by the view of language as a resource for effectively teaching immigrant learners. I have...

Design research: A ‘tomorrow’ approach that needs consideration ‘today’?

Design research (or design-based research) is a methodological framework that focuses on the ‘tomorrow’; that is, the design of education as it could or should be (Bakker, 2018). Informed by a...

Where are the teachers’ voices in the reform of early career teacher induction?

England continues to have a long-standing problem with recruiting and retaining teachers. Despite high-profile policy discourses such as those in the 2022 initial teacher training (ITT) market...

The BERA Blog: Highlights of 2022

BERA Blog end of year highlights

Yuletide greetings and festive cheer to all our readers and authors, wherever you may be. In these challenging times, we thank all of you for your continued support, enthusiasm and engagement with...

Why family engagement is crucial for schools and children

As educators, we know that a child’s home environment is a vital contributory factor towards their cognitive and social development. Bronfenbrenner’s ecological systems theory (1979)...

Radical imagination: Enacting anti-racist practice and decolonial praxis in initial teacher education in England

Decolonising the curriculum is a complex, although not elusive phenomenon in initial teacher education (ITE). It is, however, to be actively and persistently pursued in order to enable anti-racist...