Theme: Initial Teacher Training

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Teacher Reflection

Metalinguistic modelling: Applying research to practice in the ITT classroom

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Case Study

Exploring the use of simulation in a primary ITE context

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Perspective Article

Old dogs, new… language? Overcoming the Tower of Babel in early career teacher education

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Case Study

Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students

Teacher Reflection

Becoming research-informed: Trainee teacher reflections on metacognition in practice

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Perspective Article

Exploring the contrasting professional development opportunities available for staff in private and voluntary Early Years settings

Research Summary

A principle-led approach to initial teacher training

Perspective Article

Creating coherence to manage workload and wellbeing in ITT

Case Study

Online and informal support for teaching placements: A case study from one higher education institution in England

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Original Research

Using an appreciative inquiry approach to reflect on the support in initial teacher training (ITT) for autistic trainees

Perspective Article

Creating and developing innovation in initial teacher education curricula

Research Review

What does effective professional learning – for teachers and school leaders – look like in the 21st century?

Research Review

How can a learning community be designed, in which teachers can learn and develop in the same ways that we believe children can learn and develop?

External Resources

Supporting Early Career Teachers to thrive in their first year – A guide for secondary schools

Webinar

Webinar: Meeting individual needs of students – Andy Taylor (@MrTs_NQTs)

Perspective Article

Implementing instructional coaching: A guide for school leaders

Perspective Article

Professional development without professional teachers: Why maintaining and protecting teaching professionalism is integral to effective teacher development

|Figure 1 shows Work–life balance taken from Eyre (2017

Teacher Reflection

A reflection on how a work–life balance can be achieved using professional development

Perspective Article

How can we support beginning teachers to be deliberative, engaging in self-regulation, as they learn teaching?

|Figure 1 uses illustrations of archery boards and arrows to illustrate the concept of validity and reliability. Valid is illustrated with arrows on the board. Reliability is illustrated with arrows close together|Figure 2 shows a graph with a positive correlation indicating that the ability to explain subject specific concepts during classroom simulation predicts later high expectations once employed in a school (ordinal linear regression)

Original Research

Assessing the potential to teach: Lessons from an education assessment centre and later classroom practice

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