Beginning teachers often underestimate the array of barriers they will need to successfully navigate. There can be tensions assimilating with the existing school community, resulting in a range ...

Sabrina Fitzsimons In the DCU Centre for Collaborative Research Across Teacher Education (DCU CREATE), we have spent the past ...

School attendance is regarded as a key driver of children’s academic success (Morrissey et al., 2014). Missing school is consistently associated with lower attainment, weaker student ...

This blog post emphasises our efforts as teacher educators in championing problem-based learning (PBL) and creating further awareness of its relevance in teacher education. Problem-based ...

When doctoral researchers describe a widening participation programme as a ‘safe space’, reflecting that they might never have pursued a doctorate without it, it invites closer examination ...

Re-engaging young adolescent girls in physical education Physical education (PE) is widely recognised as contributing to physical, social and emotional wellbeing during adolescence.

Phenomenology offers a way of attending to learning as it is experienced by those living through it. Rather than beginning with outcomes or predefined categories, it asks a different kind ...

Dr Ade Magaji is an Associate Professor and Programme Leader for the Secondary PGCE at the University of Greenwich (UoG). He has a particular interest in problem-based learning and has ...

Dr Samuel Coombes has led the Postgraduate Physical Education (PGCE) course for several years at the University of Greenwich. His research interests lie in Black, Asian and minority ...

Rising social emotional and mental health (SEMH) needs are shaping daily classroom experiences across England. Situated within the United Kingdom’s (UK) devolved education system, this blog ...

Michael Adjani is a science teacher with international teaching experience and currently completing a postgraduate study at the University of Oxford with interests in both science and ...

Understanding ethnicity within the early years workforce requires more than demographic data analysis and structural inequalities documentation. It requires deep listening to the lived realities and ...