Now showing items 1-10 of 13
Facilitating conversations about equality, diversity and inclusion (EDI): Guidance booklet
(University of Hertfordshire, 2021-07-06)
Developed with the University of Hertfordshire School of Education Student Success & Engagement Team (SSET) and Senior Technical Officers to accompany a set of cards developed by the SSET
Learning from Exploring Narratives of Practice using Educational Theories and Research
(Wydawnictwo LIBRON, 2021)
The purpose of this chapter is to support teacher educators’ professional learning around research literacy in a way that enables them to explicitly model to teachers the interplay between research, theory and practice. ...
Exploring the reasons why people home educate in Hertfordshire
(University of Hertfordshire, 2020-12-17)
Learning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutions
(Taylor & Francis, 2020-10-02)
This research investigated the experiences of teacher educators working in school-based practice within partnerships between schools and higher education institutions. A narrative approach was used to collect stories about ...
Learning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnership
Over the last decade, in both the Netherlands and England, national policy-driven changes have increased schools' responsibility in initial teacher education. This research gathered teacher educators' stories of challenges ...
‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners
Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for ...
Developing an appreciation of what it means to be a school-based teacher educator
The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as ...
Workforce development and effective evaluation of projects
The success of a project or programme is typically determined in relation to outputs. However, there is a commitment among UK public services to spending public funds efficiently and on activities that provide the greatest ...
Evaluating the impact of the rural dimension of specialism
(The Specialist Schools and Academies Trust / University of Hertfordshire, 2011)
The rural dimension is intended to offer the opportunity to schools to enhance and extend the curriculum. Its focus is the understanding of environmental issues and the countryside, and it is seen as relevant to all schools, ...
Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics
(University of Hertfordshire, 2011)
Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two ...