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BERA Research Ethics Case Studies: 3. Anticipating the application & unintended consequences of practitioner research

Research Ethics Case Studies 2019

This third entry in BERA’s Research Ethics Case Studies series considers the unintended consequences of practitioner research – or, by extension, any research project that involves multiple...

Teacher mediation of curriculum making: The role of reflexivity

The organic, complex and multilayered relationship between teachers and curriculum has been discussed for decades. However, that relationship has been rendered more crucial in recent years by new...

Personal, social, health and economics education in initial teacher education : Why bother?

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...

Mental health and wellbeing among trainee teachers

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...

Pete Boyd

University of Cumbria

Pete Boyd taught for twelve years in high schools in Birkenhead and Bradford and three years in a field study and outdoor education centre in South Wales. He moved into higher education as a...

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. ...

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...

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.

Linda Clarke

Professor of Education

Linda Clarke was born in Brooklyn, New York, moving to Northern Ireland in early childhood. She qualified as a teacher in 1983 and served as a Geography teacher and head of department for 15...

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.