Teacher Education
Our work on leadership, curriculum and inclusion encompasses initial teacher education, early professional learning and leadership development.
Teacher Education
Our research
We bring together researchers with an interest in policy and practice in professional learning, educational leadership and inclusive education.
Our group works with practitioners and policy makers in primary, secondary, further and higher education.
Our areas of interest include:
- international policies and practices in the preparation, induction and continuing development of teachers
- research-led approaches to inclusive learning in professional development
- developing and evaluating research-informed pedagogical practices
- the role of values in educational leadership and management
- use and value of different approaches to assessment and its implications for policy
Our expertise
Our work has five strands:
- research on policy
- inclusive education for diverse learners
- pedagogical innovation
- educational leadership and management
- educational assessment
We welcome collaboration with schools, colleges, local authorities, teaching schools and education consortia.
We promote high quality research in and for teacher education and the wider education workforce through our regional, national and international networks.
Selected projects
-
Key publications
- Ainsworth, S. and Oldfield, J. (2019) Quantifying teacher resilience: Context matters Teaching and Teacher Education. 82, pp.117-128.
- Beauchamp, G., Clarke, L., Hulme, M., Kennedy, M. Jephcote, et al. (2015). Teacher Education in Times of Change. Policy Press.
- Beauchamp, G., Hulme, M., Clarke, L., Hamilton, L. and Harvey, JA. (2021). ‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic. Educational Management Administration and Leadership
- Brown, T. (2017). Teacher Education in England: A critical interrogation of school-led training Routledge
- Brown, T., Hanley, C. and Dore, M. (2019) Research on becoming an English teacher: Through Lacan’s looking glass Routledge
- Hulme, M., Smith, R. and O’Sullivan, R. (Eds) (2021) Mastering Teaching: Thriving as an Early Career Teacher. Open University Press
- Hulme, M., Beauchamp, G. and Clarke, L. (2020) Doing advisory work: the role of expert advisers in national reviews of teacher education Journal of Further and Higher Education. 44(4), pp.498-512
- Hulme, M., Wood, J. and Shi, X. (2020) Measuring up? Metrics and research assessment in UK teacher education Journal of Education for Teaching. 46(2), pp.220-239
- Schostak, J., Clarke, M. and Hammersley-Fletcher, L. (2020) Paradoxes of Democracy, Leadership and Education: Struggling for Social Justice in the Twenty-First Century Routledge
- Thomas, M., Crawford-Garrett, K. and Rauschenberger, E. (Eds) (2020) Examining Teach For All: International perspectives on a growing global network Routledge
-
Contract research
Our researchers conduct systematic evaluations that make a difference to policy and practice.
Recent activity includes:
- an evaluation of the Continuum of Provision programme to reduce school exclusions across Blackpool (Blackpool Opportunity Area/DfE, 2021)
- case studies of good practice in supporting vulnerable groups to inform the regional wellbeing strategy of South East Wales (EAS, 2020)
- an evaluation of Pathways to Success, an initiative to raise standards in literacy across primary and secondary schools in Knowsley (Knowsley Education Commission/DfE, 2019)
- an evaluation of the model of support for newly qualified teachers in Wales (EAS, 2019)
With funding from
ESRC
Department for Education
British Dsylexia Association
Education Achievement Service
Contact us
Contact us
For general enquiries, please contact research group lead Professor Moira Hulme.