2019_EI_Research_Constructing_Teachers_Professional_Identities_final.pdf The Evidence People
Constructing Teachers' Professional Identity
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Education International commissioned this study with the aim of examining how teachers’ professional identities are constructed in seven contrasting education systems. CUREE, in partnership with EI, identified jurisdictions where local studies might reveal broader patterns in the way different education systems operate to construct teachers’ professional identities. The jurisdictions - Berlin, Chile, Kenya, Ontario, Scotland, Singapore and Sweden - were selected to achievean economic and geographical balance and a range of contexts in relation to educational performance and teacher supply and working conditions.
What makes for effective CPDL - Consensus or complexity?
Submitted by paul crisp on Fri, 21/09/2018 - 01:53Is the Developing Great Teaching systematic review a cornerstone in an edifice of error, a key component of a mistaken ‘consensus’ around the evidence about effective teacher professional development and learning?
This is what Harry Fletcher-Wood Sam Sims assert in their piece in the TES on 21st September – [on-line here] and their more detailed article.
Evaluating English Teacher Evaluation - How does teacher evaluation policy in England compare to international policy, practice and evidence?
Tom Perry and Paige Johns' presentation from BERA 2018, looking at teacher evaluation within the English system with comparisions to other systems across the world
We need to talk about subjects: findings from a review of subject-specific professional development and learning for teachers
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Philippa Cordingley and Professor Toby Greany present the findings from a review of subject-specific professional development and learning for teachers.
Providers we had the pleasure to work with
CUREE has had the amazing opportunity to work with other providers and evaluate their programmes. Providers include:
Philippa Blog: Summer 2018 - Teacher Education
Submitted by Philippa on Wed, 27/06/2018 - 15:52I’ve been thinking a lot about our attitudes to subject knowledge and teacher preparation and CPD in England recently;
not least as a member of the OECD Expert Group carrying out country reviews of the quality of provision. While preparing for a conference in Tokyo where we will read across all of the nine completed country reviews, I was struck by the very significant contrast between the UK approach and practices in most other countries. I think we have a lot to learn as well as a lot to offer other counties.
Characteristics of High Performing Schools
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This report shows an anonymised case study comprised of interviews from four Teach First teachers. Two beginning their training and two in leadership positions.
Panel Session 2: Creating a Positive Learning Vision for your School
This presentation looks at how developing clear expectations and communicating your behaviour policy effectievly can create positive effects with teachers, pupils and parents.
ResearchEd Rugby June 2018
See the presentation delivered by Niamh at ResearchEd Rugby on Saturday June 9th about Research and Evidence based capacity building in disadvantaged communities.