Podcasts about initial teacher education

One of the perks of hosting the podcast is that we get to invite people who've influenced us to come on as guests, and in our world of teacher education, there are few people who've had more influence on us than Professor Trevor Mutton from the University of Oxford. Co-author of a huge number of articles and books that have shaped our thinking about how new teachers learn, we've been privileged to work with Trevor for a number of years. Now, we've managed to get him into the studio to discuss an article he's co-authored about Initial Teacher Education, whether we as a profession have a clear story to tell about how we educate new teachers, and why that matters. But the discussion ranges more widely than the article, looking at how teacher education policy in England has moved in a different direction from that in Wales, and chewing over some of the really tricky questions around what we believe about what it means to be a profession. The article we were talking about in the main discussion is: ‘Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?' by Clare Brooks, Joanna McIntyre and Trevor Mutton. The article mentioned by Trevor in something interesting is ‘Educative mentors? The role of classroom teachers in initial teacher education. A New Zealand study' by Helen Trevethan.----------------------------------------Recorded in studio B2.15 at Cardiff Metropolitan University's Cyncoed Campus on 6th November 2024.

Plan to facilitate learning through talk wherever possible and in as many ways as possible. - - - Caroline is a face to face and online tutor. She is a highly experienced primary teacher, senior leader, and oracy specialist. She is involved with Initial Teacher Education at Leeds Beckett University and supports schools with oracy and parental empowerment. She is the owner of The Kitchen Table Teacher which draws together all her areas of expertise and the CEO of The Kitchen Table Teacher C.I.C. which funds parental empowerment work in the community. www.kitchentableteacher.co.uk https://www.kitchentableteacher.co.uk/oracy-matters-cpd

We are starting a FreshEd community and want you to join for as little as $10/month. If you want to join our growing community, please head over to FreshEdpodcast.com/support -- Today we explore the rise of neuroscience in initial teacher education in Australia. My guests are Andrew Skourdoumbis and Emma Rowe. Andrew Skourdoumbis is an associate professor in education at Deakin University where Emma Rowe is a Senior Lecturer. Their new co-written article is “A critique of ‘Strong Beginnings' initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works' movement”, which was published in the Australian Educational Researcher. freshedpodcast.com/skourdoumbis-rowe/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

In this episode we chat to Professor Greg Mannion from Stirling University and Dr Claire Ramjan, Lecturer in Initial Teacher Education at University of Glasgow, about the importance of outdoor learning.Recently revealed in a report commissioned by NatureScot and other partners - provision of outdoor learning in Scotland's schools and nurseries has increased for some, yet decreased for others – but why is this?We discuss the potential reasons why, the recommendations made in the report to improve provision, as well as ways we can all encourage children in Scotland to learn more outdoors.More InformationNatureScot Research Report 1313 - Teaching, learning and play in the outdoors: a survey of provision in Scotland in 2022 Report highlights need for school children to be more connected to natureYoung People - Learning Outdoors and Developing Skills - facts, activities and inspiration to help you bring Scotland's nature and landscapes to life for learners.​Outdoor Learning Directory - a portal to services provided by Scottish organisations supporting outdoor learning.

Artifical Intelligence: is it going to revolutionise learning and the world of work? Or take our jobs and then kill us all? We've had our eye on doing an episode on AI for quite a while, but needed a guest who would give us an education angle and avoid the sensationalist stuff... step forward Karl Jones from Cardiff Met's School of Technologies! Karl was previously in Initial Teacher Education with our colleagues in Trinity Saint David, Carmarthen, so knows his way round a classroom as well as a computer. He joins us in the studio to discuss what teachers need to know about AI, where it can help, what the traps are, and how they should open a discussion with pupils about what's a legitimate application for everyone involved. Thanks to Karl for coming in, and this feels like a topic we'll be returning to more than once in the coming few years!-------------------------------------------Recorded in studio B2.15 at Cardiff Metropolitan University's Cyncoed Campus on 29th November 2023

In this Year in Review episode, Cameron, Steven and Tom look back at some of the big issues in education of 2023 and consider their implcations for the future.0:00 Opening Credits1:31 Intro7:38 Schools Funding27:52 Teacher Shortage55:40 Initial Teacher Education1:22:03 AI in Education1:59:25 Patron Shout-OutsSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

Dr Michael Johnston talks to Glenn Fahey, who is the Director of the Education program at The Centre for Independent Studies based in Australia. They discuss the problems of Teacher Education in both NZ and Australia and the differing solutions they both came up with, which highlights the differences in both countries' systems.

Ollie Lovell · ERRR081. Bill Louden on Reforming Teacher Education This episode we're speaking with Bill Louden. Bill has led… The post ERRR #081. Bill Louden on Reforming Initial Teacher Education appeared first on Ollie Lovell.

Deborah Netolicky talks with Chris Munro about coaching, mentoring and cultures of intentional professional conversation. Chris is an educator first and foremost, with extensive experience in supporting and leading the development of teachers and school leaders drawn from more than 30 years in schools in Australia and Scotland, in Initial Teacher Education, and as a coach and facilitator. Chris followed his passion by joining Growth Coaching International (GCI) in 2017 and he now has the privilege of leading this world-class organisation as it works to fulfil its purpose: to enhance the quality of conversations in education communities so that learners, educators and leaders can thrive. Chris continues to coach education leaders and is involved in the design and delivery of coaching and mentoring training courses and consultancy projects across Australia and internationally. He has a particular interest in the impact of coaching on school learning culture, regularly writes and speaks about coaching and mentoring in education, and presents at major conferences in the UK, Australia and the USA. Want to know more? - https://www.researchgate.net/profile/Chris-Munro-4 Join the conversation on social media. - Chris: @CmunroOz on Twitter - Deb: @debsnet on Twitter and @theeeduflaneuse on Instagram - The Edu Salon: @theedusalon on Twitter and Instagram

Let's Talk Teaching is a podcast created by teachers for teachers, hosted by Associate Professor Rebecca Cooper. Director of Initial Teacher Education at Monash University's Faculty of Education. Join Dr. Cooper and her guests as they discuss a range of practical topics, including:Coaching and mentoringSupporting Student Behaviour (Classroom & Behaviour Management)Digital Technologies in the ClassroomTeaching in Rural/Remote SchoolsWorking with parents, carers and communitiesTeacher IdentityGain valuable insights from experts in Australian classrooms and take their perspectives and strategies back to your own classroom.Don't forget to subscribe, rate and review, and follow us on Instagram, Twitter and Facebook, and tell us what you think of the show by using the hashtag #letstalkteachingpodcastIf you're interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: monash.edu/education/learnmore 

The primary school curriculum is set for a shake-up in many areas including languages, science, and religion. The new framework is set to be published soon by Minister of Education Norma Foley and will be the biggest change to the curriculum in 25 years. Speaking to Shane this morning was Clara Maria Fiorentini a Lecturer in Initial Teacher Education, Literacy and Early Childhood Education in Marino.

The primary school curriculum is set for a shake-up in many areas including languages, science, and religion. The new framework is set to be published soon by Minister of Education Norma Foley and will be the biggest change to the curriculum in 25 years. Speaking to Shane this morning was Clara Maria Fiorentini a Lecturer in Initial Teacher Education, Literacy and Early Childhood Education in Marino.

According to the latest Children's School Lives study, Junior infants are ‘over-prepared' in numeracy and literacy. The study outlines emphasizing play-based learning for social and emotional development. Clara Maria Fiorentini, Lecturer in Initial Teacher Education, Literacy and Early Childhood Education in Marino, joined Emmet to discuss the inportance of play.

Here in Initial Teacher Education land, we're very familiar with coaching our brand-new members of the profession, student teachers who are working towards that all-important qualified teacher status (QTS). But today's guest, Julie Keyes, has moved sideways from a successful career in teaching to provide coaching to more experienced members of the profession. Working with senior leaders as well as those further down the food chain, Julie joins us down the line from Cornwall to discuss how coaching can benefit teachers and schools, how she goes about having a coaching conversation, and what she can draw out with some simple but effective questions. Julie's video recommendation is How to Tame your Advice Monster, and her book recommendation is Coaching on the Go. You can find Julie at theeduationalcoach.co.uk ---------------------------------------Recorded at Cardiff Metropolitan University's Cyncoed Campus (and remotely from Cornwall) on 31st March 2022

In this episode, we talk to Bill, Sally, Karen, and Louise who run specialist dyslexia teacher training. We find out what's involved and help you decide whether you should take up the challenge. Sally Andrew holds a Postgraduate Diploma in Dyslexia and Literacy from the University of York, UK. Sally has been tutoring students with dyslexia for 20 years and has trained many parents and educators in evidence-based multisensory interventions for dyslexia. Sally is the director of By Your Side Tutoring. Karen Hodson is a Director of Fullarton House – Assessment Therapy and Teaching and is a highly sought after Educational Psychologist with 23 years' experience in supporting students with dyslexia and other learning difficulties. She has conducted thousands of assessments and has extensive understanding of dyslexia across the life span.  Louise Hanrahan Louise is a coach with the Literacy Guarantee Unit (LGU).  She is an AITSL, certified Highly Accomplished Teacher with extensive experience in the field of literacy education. Louise specialises in teaching students with dyslexia using a structured literacy approach.  In her role with the LGU Louise supports schools with literacy planning, mentoring, in-class demonstrations and delivers appropriate classroom-based strategies for students in reading acquisition.  Louise has an interest in Initial Teacher Education. She has recently worked with AITSL as part of an expert reading group.  This group developed criteria to enable Initial Teacher Education (ITE) providers to identify well-designed studies, trustworthy research, and meaningful evidence to inform decisions relating to the teaching of reading instruction. Selected links and extras related to the episode Teaching Students with Dyslexia Training (TSD) Is the training that Michael and Bill have both trained in and Bill, Sally and Karen run. Louise is also a graduate of all three levels of TSD. TSD is run only in South Australia as Sally, Karen and Bill all have their own practices that they try to minimize disruption to. https://www.hansberryec.com.au/copy-of-workshop-19 Speld Organizations around Australia AusSpeld https://auspeld.org.au/ Speld SA https://www.speldsa.org.au/ Speld Vic https://www.speldvic.org.au/ Speld NSW https://www.speldnsw.org.au/ Speld Qld https://www.speld.org.au/ Speld WA https://dsf.net.au SEELECT educational supplies Louise mentioned SEELECT when talking about the team she needed to build around her when supporting her own kids with their learning needs. Felicity and Lyn at Seelect have been supporting teachers, parents and schools to choose evidence-based resources and use them well to help students with learning difficulties. Felicity is a trained multisensory tutor as well as co-owner of SEELECT and is a powerhouse of information and experience in the learning difficulties space. https://www.seelect.com.au/ Five from Five and The Reading League Bill mentioned these resources as a great place for information about teaching in line with the evidence.  https://fivefromfive.com.au www.thereadingleague.org   Other Training Organizations (Besides TSD) IMSLE Institute for Multi-Sensory Structured Language Education www.multisensoryeducation.net.au Dyslexia Orton-Gillingham Institute https://www.dogi.com.au/ Lifelong Literacy – Lyn Stone https://lifelongliteracy.com   S.A. Evidence-Based Teaching of Literacy Study Tour: Salisbury Primary School Using evidence-based teaching to unlock literacy for all students An invitation to Salisbury Primary School, *Study Tour 1: June 2-3rd 2022, and 3rd November 2022 *Study Tour 2: 25-26th August 2022, and 4th November 2022 Email Bill to book

Research Bites is back! Showcasing the very best student teacher research from the Cardiff Partnership for Initial Teacher Education, we're proud to present student teachers in conversation with their tutors about the work they've done, and the impact it's had on them and their classrooms.Today, Sonia Fajkis joins us to talk about engagement in blended learning in the language classroom. Sonia talks to her PGCE programme leader, Kerry Bevan, about her review of the literature and the recommendations she made to her school, as well as her next steps as a teacher and a researcher.Sonia has kindly made her summary infographic available for download, which you can find here. Thanks, Sonia!You can also find a video version of this conversation at the Cardiff Partnership's professional learning YouTube channel.Sonia's six main sources were:Chiu, T. K. F., (2021): Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic, Journal of Research on Technology in Education, Apr 2021. https://doi.org/10.1080/15391523.2021.1891998Chu, T. L. (A.). (2020). ‘Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond' Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000238König, J., Jäger-Biela, D.J. and Glutsch, N. (2020) ‘Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany', European journal of teacher education, 43(4), pp. 608–622. https://doi.org/10.1080/02619768.2020.1809650Pelikan, E.R., Lüftenegger, M., Holzer, J. et al. (2021) ‘Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence', Z Erziehungswiss, 24, pp. 393–418. https://doi.org/10.1007/978-3-319-70010-6_14.van Roy, R. and Zaman, B. (2019) ‘Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective', International journal of human-computer studies, 127, pp. 38–50. https://doi.org/10.1016/j.ijhcs.2018.04.009Ryan, R.M. and Deci, E.L. (2020) ‘Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions', Contemporary educational psychology, 61, pp. 101860

We're back with the second half of our double-bill discussing the outcomes of joint research carried out by Cardiff Metropolitan University and Cardiff University into the impact of Covid-19 on the education landscape. The research focused particularly on assessment, and looked at both pupils and student teachers. In this second episode we're rejoined by Professor Emmajane Milton from Cardiff University, and also welcome Dr Anna Bryant and Dr Viv John from Cardiff Met. We're discussing the reforms to initial teacher education in Wales, the model of research-informed clinical practice that was adopted in Cardiff, and what happened when Covid-19 hit less than a year into a brand-new (for us) way of educating teachers. We discuss the place of research-informed clinical practice in supporting new teachers to develop despite a rocky start to their careers, differing perceptions between school and university about the way that Covid-19 impacted teacher education, and look at how we move forward and continue developing our vision together with our school partners. What features are the Covid-keepers, and what innovations do we want to throw out and never see again? A reminder that the IPDA is a super-friendly support group for anyone involved in education, and their can be found at ipda.org.uk, with twitter handles at @ipda_prof_learn and @ipdacymru -------------------------------------------------------------------------------------- Recorded at Cardiff Metropolitan University's Cyncoed Campus on 4th March 2022

Today we're releasing the first in a double-bill of podcast episodes discussing joint research carried out by the Cardiff Partnership for Initial Teacher Education, and presented at events convened by the International Professional Development Association.We're joined by the newly-professored Emmajane Milton (congratulations to her!) and Dr. Alex Morgan from Cardiff University, who carried out research in a team with colleagues from Cardiff Met. The research, funded by Welsh Government, aimed to discover the impact of the Covid-19 pandemic on both pupils and student teachers, with a particular emphasis on assessment.The findings were interesting and concerning for both groups, and what we present today is a no-holds-barred, in-depth discussion about the state of education today as we continue to face challenges from Covid-19, and as we look to reform education in Wales.At the time we release this episode, the report itself had not been publicly released, but on 23rd March we received news that it is now publicly available. You can read them here, and the report being discussed today is research study 4. We'll be back in a fortnight with another episode based on this work, in which we dig deeper into how initial teacher education fared when the pandemic hit.----------------------------------------------------------------------------------Recorded at Cardiff Metropolitan University's Cyncoed Campus on 3rd March 2022

Australian student achievement has declined more steeply and more consistently than almost any other country, most notably in mathematics. At the same time, it's clear that maths is now more critical than ever, to the success of students – both at school and beyond. Recent CIS research identifies that Australian teachers often have an unbalanced approach to how maths is taught in classrooms. This appears to be because teachers are victims of poor preparation from university-based Initial Teacher Education. In a concerning echo to the “reading wars” that CIS has been engaged in for many years, it's clear there is also a great divide in maths education too.

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

It's time for us to turn our gaze up to the dizzy heights of educational leadership! Whether you're a student teacher or a hard-bitten old cynic like Tom, let's pause and consider the challenges and delights of being in charge. Lisa is Director of Initial Teacher Education at our friends the University of South Wales, another teacher education institution from just down the road. She's been a listener to the podcast for quite a while, and has answered the call we put out in our Easter special 2020 for anyone from senior leadership in education to come and tell us what makes them tick. In a wide-ranging conversation, we explore the difference between leadership and management, how to keep hold of our core moral purpose in the challenging world of education, and how to lead collaboratively. Plus, has the research-informed revolution reached the world of educational leadership, and how should a brand-new entrant to the profession set their sights on leading? Many thanks to Lisa for coming on, and do take a look at her reading recommendations below.   Adair, J. (2009). Effective Leadership: How to be a successful leader (New ed.). London: Pan Cochran-Smith, M. and Lytle, S. l. (1999). ‘The teacher research movement; A decade later’, Educational Research 28 (7); 15-25 Fullan, M. (2020). Leading in a Culture of Change. New Jersey, USA. Jossey-Bass. Fullan, M. (1993). Why Teachers Must Become Change Agents. Educational Leadership, 50 (6), pp.12-17. McDermott, I., Hall, L. (2016). The Collaborative Leader. Ceredigion. Gomer Press. Pollard, A. (2019) Reflective Teaching in Schools. London. Bloomsbury.       -------------------- Recorded remotely on 2nd February 2021

On this weeks episode we have Celia sitting down with Kylie Thompson from the University of Waikato. Throughout this episode there is plenty of rich discussion about Kylie's transition from Secondary to Tertiary, initial teacher education, threshold concepts and the challenges facing primary school teachers trying to incorporate quality physical education. Kylie is currently lecturing in Health and PE at the University of Waikato. She was previously an HOD in Auckland, a national moderator at NZQA, an advisor for PENZ, and has just started her doctorate which aims to explore social and emotional learning in PE. Kylie is happiest when adventuring around the north island with her wife and two boys in their bright orange pop top caravan. Follow Kylie on Twitter.

On this weeks episode we have Celia sitting down with Kylie Thompson from the University of Waikato. Throughout this episode there is plenty of rich discussion about Kylie's transition from Secondary to Tertiary, initial teacher education, threshold concepts and the challenges facing primary school teachers trying to incorporate quality physical education.Kylie is currently lecturing in Health and PE at the University of Waikato. She was previously an HOD in Auckland, a national moderator at NZQA, an advisor for PENZ, and has just started her doctorate which aims to explore social and emotional learning in PE. Kylie is happiest when adventuring around the north island with her wife and two boys in their bright orange pop top caravan.Follow Kylie on Twitter.

It's the final episode for this season of the PGCE podcast, and we've got a fascinating discussion that gives our listeners plenty to chew over, whether you're a brand-new member of the profession or a high-powered senior leader. We're joined again by Dr Judith Kneen to discuss an article she has lead-authored, entitled Pioneer teachers: how far can individual teachers achieve agency within curriculum development? We hear a lot about the need for teachers to have more agency - the power to do things, essentially - and this is a major change in direction after decades in which teacher agency has been reduced by the introduction of a central National Curriculum and an increasingly challenging accountability culture. Here in Wales, our pioneer teachers, who met to co-construct the new curriculum documents for the Curriculum for Wales were essentially also pioneers of a major shift in teacher agency. Judith was there during the process to see what it looked like. Judith's article asks some powerful questions about the extent of teachers agency at primary and secondary, and how the view changes if you look at the individual, school or national level. The findings raise some challenging topics of conversation about where the potential sticking-points for teacher agency lie, and where we need to look to address potential obstacles to giving teachers the agency they need. In a final run-out for the regular slots this year, Tom returns to the celebrated Daisy Christodoulou for a book recommendation (and is a lot more positive than last time), the team reflect on how we use our existing teacher skills to navigate the brave new world of coronavirus-lockdown remote teaching, and Emma's wellbeing recommendation is a stock-take of all the things we've stopped doing during the pandemic. Do we really need to start doing them all again once things are back to normal? Judith's article will be published somewhere once the academic peer-review process reaches its slow and stately conclusion; we'll update these show-notes with a reference once publication is complete. That's it for this academic year. Thanks for sticking with us, especially while we worked out how to keep recording while in separate locations - apologies for the lapses in sound quality. Our very best wishes to all our listeners, and especially the Initial Teacher Education students of Cardiff Metropolitan University (PGCE and BA) who have been loyal and supportive listeners this year, and many of whom had to deal with the shutdown of their schools mid-placement. Once we've recovered from the insanity that is the end of the PGCE year, we'll record a few bits and bobs to see you through the summer, so keep an eye on your podcast feeds. Please do rate and review us, and tell your friends about the podcast. We'd love to hear your suggestions for topics for next year (we will be back!) so feel free to tweet us: @ethayer_cmu and @thomasbreeze. Have a wonderful summer, keep well and we'll be back very soon! All the best from Emma and Tom  

In an episode recorded in the final hours before we staggered into the sunset for our Christmas break (indeed, just a few hours before we recorded the Christmas special episode!), we travelled the short distance to the other university in Cardiff: the mighty Cardiff University, member of the Russell Group and now officially part of the Cardiff Partnership for Initial Teacher Education. While not involved in the training of school teachers, Cardiff University has an education department staffed with top-flight, internationally-renowned researchers, so we wanted to have a chat with one of them about the various knotty questions around how we can work to close a perceived gap between academic research and classroom practice. Professor David James kindly invited us to his office for a conversation which ranged widely across some really interesting questions in this important area, and we hope you find the discussion as thought-provoking as we did.  

In this episode of the podcast, Matthew Coatsworth sits down with Oxfordshire Teacher Training's very own Sally Price to discuss her new book on wellbeing, which is one of Critical Publishing's essential guides for Early Career Teachers'.Sally's work on wellbeing has gathered national significance over the past few years, and this book allows even more to benefit from her wisdom, care and support.'Mental Well-being and Self Care' Sally PriceSeries Editor Emma HollisCritical Publishing, 2019ISBN 978-1912508976

In this episode, I interview Mat Pullen, an Apple Distinguished Educator from South Wales, and the creator of the popular 'So You Want To...' eBook Series. He will enchant you with his accent and blow you away with his brilliance of all things EDU. He is truly the embodiment of the everyone can create movement in education. I am excited to share my interview with Mat with you! Mat is an Apple Distinguished Educator, Class of 2013 and is also a senior lecturer in Initial Teacher Education at the University if South Wales. A physical education teacher by trade, and now works closely with future teachers and established educators. He is passionate about supporting those that education can sometimes leave behind, the ones that just need an alternative way to show what they are capable of accomplishing.  Finding the true impact of technology back in 2010 with his students, Mat now looks for creativity and problem solving approaches to support his learners and to inspire other educators. Mat is the author of a successful series of eBooks that are simple yet creative and helpful guides to show you how you can use tech in the classroom.  The 'So You Want To..." series now has over 30 titles.  Mat is a public speaker, consultant and avid social media sharer, he has just completed his Masters in Innovative Learning with his final thesis on Sketchnoting and the impact on learners.  Mentioned in this episode:  Mat's free eBook series, 'So You Want To...": https://itunes.apple.com/gb/book-series/so-you-want-to/id1417317481?mt=11 Mat's favorite book: The End of Average by Todd Rose. Another of Mat's favorite reads: Start with Why: How Great Leaders Inspire Everyone to Take Action by Simon Sinek Follow Mat on Twitter. Follow my Santa Every Until Christmas art on Instagram. Win a singed copy of Kids Deserve it! by Todd Nesloney and Adam Welcome by commenti ng on Adam's photo in my Instagram feed. One winner will be chosen. I am giving away a signed copy of Kasey Bell's Shake Up Learning; just tweet "I love listening to The Wired Educator Podcast" and tag me, @wirededucator in your tweet. One winner will be chosen. Are you doing something amazing in education? I want to know. I want to recognize listeners of the podcast in some special way on www.WiredEducator.com, and I my even choose to interview you on the show. Stay tuned. ---------------------------------------------- Kelly Croy is an author, speaker and educator. If you'd like to learn more about Kelly, or invite him to your school or conference to speak please send him an email. • Listen to Kelly's other podcast, The Future Focused Podcastand subscribe. • Subscribe to The Wired Educator Podcast with over 147 episodes of interviews and professional development. • Visit Kelly's website at www.KellyCroy.com. • Looking for a dynamic speaker for your school's opening day? • Consider Kelly Croy at www.KellyCroy.com • Order Kelly's book, Along Came a Leaderfor a school book study or your personal library. • Follow Kelly Croy on Facebook.  • Follow Kelly Croy on Twitter.  •  Follow Kelly Croy on Instagram 

Irene Schwab, UCL Insitute of Education, duscisses the role of Initial Teacher Education in the formation of adult literacy teachers' beliefs and practices in the teaching of reading.

This public seminar series considers teacher education reforms around the world in order to tease out future directions and possibilities for the relationships between teacher education policy, research and practice. In Wales there is a growing appetite for the country to set out a new and fundamentally different vision for what education is and should be; a vision that puts young people and their learning needs at the centre. What links many of the proposed changes is a fundamentally different conception of what it is to be a teacher in Wales. This in turn has major implications for initial teacher education (ITE). Over the last five years John Furlong has worked closely with the Welsh Government in order to help re-vision the country's ITE provision. In this seminar he will outline the research underlying the reforms that are taking place and discuss the role of ITE in making change happen. John Furlong, OBE is an Emeritus Professor of Education at the University of Oxford's Department of Education. He was Director of the department from 2003-2009. A former President of the British Educational Research Association, he is currently Chair of the Teacher Education Accreditation Board for Wales. His book, ‘Education – an anatomy of the discipline', was awarded first prize by the British Society for Educational Studies for the best educational research of 2015 and his most recent book ‘Knowledge and the Study of Education – an international exploration' was published 2017. John was awarded the OBE for services to research in education in 2017. This seminar is number four in an eight-part public seminar series on ‘Future directions in teacher education research, practice and policy', led by the Department of Education and convened by Diane Mayer (Professor of Education (Teacher Education)) and Alis Oancea (Professor of Philosophy of Education and Research Policy and Director of Research).

This public seminar series considers teacher education reforms around the world in order to tease out future directions and possibilities for the relationships between teacher education policy, research and practice. In Wales there is a growing appetite for the country to set out a new and fundamentally different vision for what education is and should be; a vision that puts young people and their learning needs at the centre. What links many of the proposed changes is a fundamentally different conception of what it is to be a teacher in Wales. This in turn has major implications for initial teacher education (ITE). Over the last five years John Furlong has worked closely with the Welsh Government in order to help re-vision the country’s ITE provision. In this seminar he will outline the research underlying the reforms that are taking place and discuss the role of ITE in making change happen. John Furlong, OBE is an Emeritus Professor of Education at the University of Oxford’s Department of Education. He was Director of the department from 2003-2009. A former President of the British Educational Research Association, he is currently Chair of the Teacher Education Accreditation Board for Wales. His book, ‘Education – an anatomy of the discipline’, was awarded first prize by the British Society for Educational Studies for the best educational research of 2015 and his most recent book ‘Knowledge and the Study of Education – an international exploration’ was published 2017. John was awarded the OBE for services to research in education in 2017. This seminar is number four in an eight-part public seminar series on ‘Future directions in teacher education research, practice and policy’, led by the Department of Education and convened by Diane Mayer (Professor of Education (Teacher Education)) and Alis Oancea (Professor of Philosophy of Education and Research Policy and Director of Research).

It's episode 11 of the podcast, and Emma and Tom are joined by June Hurcom, senior lecturer in early years education, for her first podcasting experience! This episode is for anyone who's ever felt that they might like to embark on the journey to becoming a teacher, and is full of great advice for things to do (and not to do!) when preparing to apply for a programme that will get you that all-important teaching qualification. From the different routes into the profession to what to do when you get an interview, our podcasters have everything you need to know to help you take those first steps towards teaching. We've also been back out to our excellent Cardiff Met colleagues who have each given their top tips for applicants - in both English and Welsh - so it's worth a listen in case you find one of them doing your interview... It's become a PGCE Podcast tradition for our guests to provide their take on the regular slots at the end of the episode, and June has clearly done her homework, rattling through her wellbeing tip, shoutout and something-to-try like a pro. Canine companionship, a fantastic lesson set in space, and an evergreen teaching method to stretch your more able pupils - June's got it all covered! If you'd like to find out more about how we can help you on your way to becoming a teacher, check out our range of courses here: https://www.cardiffmet.ac.uk/education/Pages/Department-of-Initial-Teacher-Education.aspx We'll be back next time looking at physical literacy, health and wellbeing - see you soon!

Happy new year! The podcast is back with an extended episode featuring not one, but two special guests. Emma and Tom are joined by Dr Judith Kneen who runs the PGCE Secondary English course, and Sharne Watkins, Deputy Head of Initial Teacher Education, PGCE Primary literacy specialist... and Tom's line manager - gulp! Emma, Tom, Judith and Sharne bring us a meaty 57 minutes in which they review a fairly controversial publication: Daisy Christodoulou's 'Seven Myths about Education' - a book that ruffled a fair few feathers on its publication in 2014, propelled its author to instant fame as a darling of the traditionalist wing of the education world, and had commentators even tipping her as the next head of Ofsted. The book itself aims to set out seven 'myths' which are apparently dearly-held by 'progressives', and to demolish them with evidence and science. Focusing mainly on the first two myths for reasons of time ('facts prevent understanding' and 'teacher-led instruction is passive'), our intrepid podcast quartet interrogate Christodoulou's work and try to get to the bottom of whether this really is 'the most important book of the decade on teaching' (Dylan Wiliam). Sharne then provides us with her wellbeing tip, which involves getting your trainers on and going for a walk, a shoutout to a student who changed careers to become a teacher and press-ganged her giant-vegetable-growing friend into participating in a memorable lesson, and looks at how to grab pupils with a memorable 'hook'. See you in a fortnight, when we'll drag yet another guest into our studio, and provide some sage advice for anyone considering applying for a PGCE.

It’s that weird bit between Christmas and New Year, and it’s time for a bumper PGCE podcast special!  Emma and Tom are here with a 68-minute epic that contains the absolute bare minimum of wholesome educational content, and an enormous number of self-indulgent treats. In place of the usual slots, we recommend a few of our favourite podcasts, and Tom tells the story of how the PGCE Podcast came to be. We welcome our special guests, Becky and Amy from ‘And Then What? - the podcast all about stories’, and they bring us the hilarious tale of when a hotel stay went horribly wrong courtesy of a flock of seagulls. Colleagues from the Department of Initial Teacher Education at Cardiff Met weigh in with their favourite teachers from fiction (in both English and Welsh!), and then it’s time to hear Emma and Tom’s biggest classroom disasters. Be prepared for two sorry tales involving floor polish, rainwater, an infamous Chilean dictator… and the inevitable trips to hospital. To round off the episode, Becky and Amy return with a Brothers Grimm fairy tale that didn’t quite make it into the pantheon of classics. You can follow us on twitter: @ethayer_cmu and @thomasbreeze - and our department is @itecardiffmet. Please do leave us festive thoughts via ratings and reviews, as we haven't got any at the moment... Thanks for listening, and see you next year!

This month we have an extended interview with Professor John Howson on the data behind the teacher recruitment 'crisis'. Also an abridged conversation between Pat Black and Benton Brown, the heads of Initial Teacher Education at the IfE, regarding challenges facing the sector. 'The Staff Room' - is brought to you by the Institute for Education (IfE) at Bath Spa University.

Evaluating Initial Teacher Education: Why, what, when, who and how? ITE Providers Addressing Program 6 and our annual reporting requirements. Facilitator: Associate Professor David Geelan, Deputy Head of School (Learning and Teaching), School of Education and Professional Studies, Griffith University Presenters: Professor Chris Davison, Head, School of Education, University of NSW Professor Michele Simons, Dean, […]

Presented and produced by Seán Delaney. This week's programme is an extended interview with Professor Pamela Munn, one of the authors of the Report of the International Review Panel on the Structure of Initial Teacher Education in Ireland, better known as the Sahlberg Report. Pamela Munn was in Dublin as a guest of the Vere Foster Trust for whom she gave a policy lecture. Among the topics covered in the interview are the teaching of history, throughts on teachers and research, Professor Munn's views on initial teacher education, and behaviour management in schools.

Presented and produced by Seán Delaney. On this week's programme I spoke to Sheila Donegan about Maths Week, I spoke to Elaine Mahon about the National Religious Education Congress and I spoke to Elaine Keane and Manuela Heinz about Diversity in Initial Teacher Education.

Presented and produced by Seán Delaney. On this week's programme Dr. Kevin Graziano of Nevada State College discusses how the research method photovoice can be used in education, especially with those whose voices are not always heard. He was in Ireland as a guest of DICE - Development and Intercultural Education within Initial Teacher Education for whom he gave a workshop on the use of documentary photography and storytelling in the classroom.