Teacher Education and Development Research Group (TED)

Ankers De Salis, C., Gretton, G., Smith, C. 2023. ‘Phonics: A ‘subject’ or part of the bigger picture of reading? Views and practices of student teachers’. Teacher Education Advancement Network Journal, 15(1) :62-77.

Ärlemalm-Hagsér, E., McLeod, N., Kahriman, D., Folque, M. A. & Boyd, D. (2024). Building knowledge and competence to promote sustainability in early childhood education – four European case studies. In J. Davis & S. Elliott (Eds.) Young Children and the Environment: Early Education for Sustainability (3rd ed., pp. 318-338). Cambridge University Press.

Cont, S., Rowley, A., Knowles, Z., Bowe, C. 2023. ‘The perceptions of trainee teachers towards Forest School, does connection to nature matter?’ Journal of Adventure Education and Outdoor Learning, 1-17.

Dunn, H. 2023. ‘Opening Up Opportunities: Trainee Teachers Experiences of Teaching Pupils with Visual Impairment’. International Journal of Art and Design Education, 42 (4), 503-621.

Gretton, G. 2023. ‘Joining the Dots: Encouraging Transfer of Learning for Student Teachers’. Impact Journal of the Chartered College of Teaching.

Fidler, A. 2022. ‘How far did the toppling of the Colston statue in 2020 impact upon primary history subject-leaders’ curriculum decision-making in North-West England?’. Education 3-13, 51(8), 1311-1324.

Peiser ,G., Pratt, A., Putwain, D.W. 2022. ‘Student teachers’ views about the university’s research contribution to professional knowledge development’. Teaching and Teacher Education, 112, p.103647

Jones, L., Tones, S., Foulkes, G., & Newland, A. (2024). ‘Physical education mentors in initial teacher training: who cares?’. International Journal of Mentoring and Coaching in Education, 13(2), 145-157.

Pratt A. 2024. ‘Transforming Teaching: Demonstration, Modelling and the Art of Instruction’ In A. Ash and P. Carr (eds.) A Practical Guide to Teaching Art and Design in the Secondary School. London: Routledge, 49-61.

Siddiqui M. 2024. ‘Diversity and inclusive teaching’. In: M. Stephenson and A. Gill (eds.) Training to Be a Primary School Teacher: the CCF and Beyond. London: Learning Matters Limited, 222-240.

Tynan R.J. and McLain M.N. 2019. ‘Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach’. Teacher Education Advancement Network Journal, 11(4) :3-20.

Ceri Anwen Jones is a doctoral student focussing on the development of a compassion informed approach to support wellbeing in higher education.

Lesley Billingsley is an EdD student researching the role of online communities of practice as a vehicle for teachers’ CPD in Further Education.

Ailsa Fidler is a doctoral student at the University of Reading researching to what extent student teachers’ perspectives of primary history change during a 5-11 PGCE. 

Heather Kirby is an EdD student researching the pedagogical role of story-telling in nurse education in universities.

Gillian Peiser is on the Teacher Education Advancement Network (TEAN) Executive Committee, is a co-editor of the TEAN Journal, is a member of the UCET research and international forum and the UCET Intellectual Base of Teacher Education (IBTE)  Working Group.

Ailsa Fidler is a trustee of the Historical Association and member of their primary committee. She is a primary fellow of the Schools History Project and an Associate Fellow of UCL’s Centre for Climate Change and Sustainability Education.

CERES Podcast 6 Research Informed Teacher Education