All Outputs (8)

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners (2024)
Journal Article

This paper explores the contention that teacher educators are especially well placed to help teachers bridge between practical experience and wider forms of knowledge. In its focus on issues derived from practice, knowledge co-construction and profes... Read More about Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners.

Exploring the identity of an undergraduate education programme (2023)
Book Chapter

Really Saying Something? Speaking Up for Authentic Classroom Talk (2023)
Journal Article

Pupils’ talk within classrooms has recently seen a renewed focus of attention, usually under the banner of oracy. Much of the justification at policy level seems to stem from a ‘levelling-up’ agenda, based on oracy’s distinctive contribution to enhan... Read More about Really Saying Something? Speaking Up for Authentic Classroom Talk.

Classroom Talk in Practice: Teachers' Experiences of Oracy in Action (2022)
Book

Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers... Read More about Classroom Talk in Practice: Teachers' Experiences of Oracy in Action.

Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching (2020)
Journal Article

The tensions of innovation: experiences of teachers during a whole school pedagogical shift (2019)
Journal Article

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Education in many countries is heavily influenced by what has been termed a Global Education Reform Movement, based on competition, measurement and comparison. As well as emphasi... Read More about The tensions of innovation: experiences of teachers during a whole school pedagogical shift.

The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses (2017)
Journal Article

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly c... Read More about The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses.

Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes (2016)
Journal Article

Schools and the families they serve are sometimes perceived as deficient and in need of fixing. One response has been the implementation of evidence-based family intervention programmes, which may be highly regulated and prescriptive as a condition o... Read More about Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes.