Now showing items 1-10 of 20
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 ...
Undergraduate students' reflections on engaging in a student-staff collaborative study
This article provides insights into undergraduate students’ reflections on their learning from taking part in a student-staff collaborative study in their first year at a UK university. The study comprised a series of ...
Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice
This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support ...