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Outputs (98)

Self-study in Teaching and Teacher Education: Characteristics and contributions (2022)
Journal Article
Pithouse-Morgan, K. (2022). Self-study in Teaching and Teacher Education: Characteristics and contributions. Teaching and Teacher Education, 119, Article 103880. https://doi.org/10.1016/j.tate.2022.103880

The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10... Read More about Self-study in Teaching and Teacher Education: Characteristics and contributions.

The poetic wavelength–a narrative interview study exploring the potential of poetry to support meaning making and recovery following psychosis (2022)
Journal Article
Pearson, M., Rennick-Egglestone, S., & Winship, G. (2022). The poetic wavelength–a narrative interview study exploring the potential of poetry to support meaning making and recovery following psychosis. Psychosis, https://doi.org/10.1080/17522439.2022.2116475

Background: Despite growing evidence demonstrating the psychotherapeutic potential of reading and writing poetry for various mental health problems, there remains limited evidence in relation to psychosis. This paper explores the therapeutic potentia... Read More about The poetic wavelength–a narrative interview study exploring the potential of poetry to support meaning making and recovery following psychosis.

Higher education beyond SDG 4: China’s scholarship provision in the Global South (2022)
Journal Article
Yuan, T. (2022). Higher education beyond SDG 4: China’s scholarship provision in the Global South. International Journal of Chinese Education, 11(3), 1-20. https://doi.org/10.1177/2212585X221136735

In international development of education, the United Nation’s Sustainable Development Goal four monitors the scholarships offered by Western donors to developing countries. This paper, based on a qualitative study with 43 students from 26 developing... Read More about Higher education beyond SDG 4: China’s scholarship provision in the Global South.

Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education (2022)
Journal Article
Rusznyak, L., Walton, E., & Kenny, J. (2022). Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education. South African Journal of Education, 42(3), Article 2090. https://doi.org/10.15700/saje.v42n3a2090

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation program... Read More about Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education.

Research and Innovation for and with Adolescent Young Carers to Influence Policy and Practice—The European Union Funded “ME-WE” Project (2022)
Journal Article
Hanson, E., Barbabella, F., Magnusson, L., Brolin, R., Svensson, M., Hlebec, V., …Becker, S. (2022). Research and Innovation for and with Adolescent Young Carers to Influence Policy and Practice—The European Union Funded “ME-WE” Project. International Journal of Environmental Research and Public Health, 19(16), Article 9932. https://doi.org/10.3390/ijerph19169932

Young carers are children and adolescents who provide care to other family members or friends, taking over responsibilities that are usually associated with adulthood. There is emerging but still scarce knowledge worldwide about the phenomenon of you... Read More about Research and Innovation for and with Adolescent Young Carers to Influence Policy and Practice—The European Union Funded “ME-WE” Project.

Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan (2022)
Journal Article
Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z., & Khamidulina, Z. (2023). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change, 24(4), 727-757. https://doi.org/10.1007/s10833-022-09463-5

This paper explores how schoolteachers in Kazakhstan engaged with the Renewed Content of Education (RCE) that has been introduced by the Government, and how changes in their beliefs and understandings influenced classroom practice. The study draws on... Read More about Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan.

Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds (2022)
Journal Article
Gripton, C. (2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds. European Early Childhood Education Research Journal, 31(3), 326-342. https://doi.org/10.1080/1350293x.2022.2108097

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, patte... Read More about Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Jeannie, K., & Amsler, S. (2022). Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development. In A. J. Farrell, C. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis. Canadian Scholars' Press

This chapter explores how decolonial and Indigenous perspectives on today’s climate crisis can enable teachers and educational leaders to design curricula for climate change and environmental education that prioritizes pressing problems of humans’ re... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Amsler, S., & Kerr, J. (2022). Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development. In A. J. Farrell, C. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis. Canada: Canadian Scholars Press

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.