In this post I want to look at the relationship between technical visions of teaching – the ‘what works’ approach – and the creation of conditions necessary for the development and maintenance of democracy. This is the underlying theme of
Review – Biesta’s “Educational Research: An Unorthodox Introduction” part III (with some Arendt thrown in).
Part Three – Democracy and Education One of Biesta’s most important themes is the relationship between democracy and education. He develops this in discussion of the judgement required of educators in navigating the tension between the different functions of education.
Review – Biesta’s “Educational Research: An Unorthodox Introduction” part II
Part Two – How ‘what works’ obscures questions of values and the need for judgement. Biesta would like us to consider the role of theory throughout the process of planning and carrying out research. He argues that, rather than take
Review – Biesta’s “Educational Research: An Unorthodox Introduction”
Part One – The Problem with Cause and Effect I’m often struck by the similarity of the messages that emerge from weekend conferences, mini-conferences, teaching literature and books. Whilst this clearly shows the emergence of a number of key ideas
Test Post
If this appears on my phone things have not worked.
The Teacher Gap – a review
This is a review of Rebecca Allen and Sam Sim’s book “The Teacher Gap”. If you’re a joiner then every problem needs a hammer and nails. If you’re an economist then, this book suggests, you perhaps think you can solve
Career Illuminations Conference for NQT and RQTs
On Thursday 27 June, the Institute of Childhood and Education at Leeds Trinity University is proud to present its 2019 Conference – ‘Career Illuminations’. A revitalising day to gather invigorating ideas from experienced practitioners, grow ideas about investment in career
What’s the point of me (3) – HE fights back!
In previous blog posts I’ve written about the way that HE ITE tutors are caught between practice and theory – and at home in neither, and about the central problems of initial teacher education that interact with the marginal status
What’s the point of me (2) – what’s my position in HE?
I’m using this series of posts as a way of thinking through the development of my professional identity and position. In my last post I talked about moving from teaching to HE. In this post I’ll consider this a little
What’s the point of me, a HE lecturer in Inital Teacher Training?
Moving from school to university as an ITE tutor is an important personal and professional change. Apart from the weirdness of no-one giving a monkeys about you telling them about what time you go home, or what you’re doing from