Lani Florian and Nataša Pantić

4 commissioned papers identified key themes

◦ access and engagement with scholarly and disciplinary literature and knowledge/participation in the scholarly communities;

◦ questioning of accepted ways of doing things, developing their own independent views on alternatives based on the theoretical perspectives and systematic ways of thinking;

◦the space and time for reflection away from the ‘busyness’ of school; and

◦the role that higher education can play in supporting the development of new practice in response to the changing world in which we live.

3 Areas of activity (Case studies from England, NI, Scotland)

Key themesKey themes

Development of teacher expertise to engage critically and justify pedagogical decisions

Using research evidence is one way by which teachers may integrate knowing ‘what’ and how’ with knowing ‘why’

Preparing students to undertake practitioner research as part of professional practice

linking teaching and education with their wider purposes in contexts (rather than applying theories to defined problems)

time and space in which preconceptions about teaching can be safely challenged

In partnership with schools, university TE programmes help teachers articulate arguments for acting in certain ways.

Complex demographics – schools are more diverse and multicultural in terms of ethnicity, language and religion and disability status

Preparing classroom teachers to work in classrooms with groups of students who vary greatly in terms of the identity markers that define them as individuals

Learning to teach Learning to teach HEA publication on teacher HEA publication on teacher

educationeducationPart 1: http://bit.ly/1lzFt3t

Part 2: http://bit.ly/1wMPxei