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Critical thinking: An ambiguous concept in educational policy contexts

What is the role of transnational and national education policies in the realisation of critical thinking?

Artificial intelligence and multimodal data in the service of human decision-making

Artificial Intelligence in educational research and practice

The question, ‘What is an appropriate role for Artificial Intelligence(AI)?’, is the subject of much discussion and interest. There is little doubt about the great potential and the disruptive...

The language that affirms gendered violence in schools

Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...

Curriculum development: The practitioner’s view

Attending the ½¿É«µ¼º½/BCF Re-Imagining A Curriculum for Teacher Knowledge event enabled me to develop a deeper and broader understanding of recent thinking about the curriculum in England. ...

Towards an understanding of curricular justice: A provocation

There are a number of premises that underpin this think piece about ‘reimagining a curriculum for social justice’. They include the assumptions that we need an education system with broad...

A curriculum of relationships

A relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.

Connecting and the Curriculum: Reflections from Northern Ireland on joining the dots

As a teacher educator in Northern Ireland I was privileged to reflect about connecting learning, connecting times and cultures and, not least, connecting people, at the recent ‘Re-imagining a...

Using mentoring and coaching to focus on the curriculum in action

As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...

Are you experienced?

'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'

What do teachers need to know to be able to teach? How and when do teachers learn?

By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.

Editorial: Reimagining a curriculum for teacher knowledge

Introducing a special issue of the ½¿É«µ¼º½ Blog that offers insights into a new curriculum for teacher knowledge that's fit for the 21st century.

Remaking the curriculum of early-career teacher education

As attention in England turns to the Early Career Framework, four expert authors consider the recent progress made in advancing professional learning in Scotland, Northern Ireland and Wales.