initial teacher education

  • McCullagh, J.F. and Doherty, A. (2017) Innovative approaches within initial Teacher Education to develop emergent science leaders

    Innovative approaches within Initial Teacher Education to develop emergent science leaders suggests how a fresh approach to teacher education could […]

  • McCullagh, J.F. and Doherty, A. (2018) Digital Makeover: What do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance this activity?

    This paper reports on pre-service teachers’ experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary […]

  • Gibson, K. and Purdy, N. (2012) Reflect-Select-Defend: a model for student teacher reflection

    This study, using mixed methods, addresses the importance of robust self-reflection for final year student teachers completing a Career Entry […]

  • Purdy, N. (2014) Disablist Bullying in Northern Ireland and the Republic of Ireland: An investigation of student teachers’ knowledge, experience, and confidence

    This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in […]

  • Purdy, N. (2015) Disablist Bullying: giving a voice to student teachers

    This paper reports in detail on the qualitative findings from a study which aimed to critically examine the experiences and […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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”

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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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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