Teacher Education and Professional Practice
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Purdy, N. (2020) Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and […]
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McCullagh, J. and Doherty, A. (2020) A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry
Teaching primary science through inquiry offers a number of benefits including developing pupils’ science skills, progressing thinking skills and personal […]
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Jones, Sharon (2020) Finding Our True North: On Languages, Understanding and Curriculum in Northern Ireland
Language learning can open up new worlds and deepen understanding of our own. It can foster awareness of other people, […]
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Greenwood, R. (2020) Enquiry-based learning in the primary classroom: student teachers’ perceptions
Enquiry-based learning (EBL) in primary schools is a constructivist approach which has a strong focus on children asking questions, working […]
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Greenwood, R. (2014) Student teachers’ reflections on prior experiences of learning geography
Primary geography education is an important part of initial teacher education. The importance of prior experiences in the development of […]
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Harris, J. et al, 2020, What’s the (Gender) Difference?: Views on Male Primary Teachers from Three Controlled Primary School Communities
Northern Ireland, like most developed countries, has experienced a long-term decline in the proportion of male primary teachers, to around […]
CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary
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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”
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