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Pedagogies for the ‘dis-engaged’: Who gets what from arts education?

Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...

Critical thinking: An ambiguous concept in educational policy contexts

What is the role of transnational and national education policies in the realisation of critical thinking?

Victoria Pugh

Victoria is a senior lecturer at the University of Worcester specialising in PSHE and RSE. She is also the SENDI and diversity lead for Initial Teacher Education (ITE) teaching on both...

Curriculum development: The practitioner’s view

Attending the BERA/BCF Re-Imagining A Curriculum for Teacher Knowledge event enabled me to develop a deeper and broader understanding of recent thinking about the curriculum in England. ...

Connecting and the Curriculum: Reflections from Northern Ireland on joining the dots

As a teacher educator in Northern Ireland I was privileged to reflect about connecting learning, connecting times and cultures and, not least, connecting people, at the recent ‘Re-imagining a...

A curriculum of relationships

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

Towards an understanding of curricular justice: A provocation

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...

Using mentoring and coaching to focus on the curriculum in action

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...

Are you experienced?

'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'

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

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

Sharon Jones

Senior Lecturer Education Studies (with Modern Languages)

Sharon Jones is senior lecturer in education studies at Stranmillis University College, Queen’s University Belfast.

Editorial: Reimagining a curriculum for teacher knowledge

Introducing a special issue of the BERA Blog that offers insights into a new curriculum for teacher knowledge that's fit for the 21st century.