BERA and RSA set themselves the task of asking precisely what that contribution should be – to initial teacher education, to teachers’ continuing professional development and to school improvement. They also wanted to know how different teacher education systems across the UK and internationally currently engage with research and, most important of all, what international evidence there is that linking research and teacher education is effective.
To what extent is teaching shaped by an understanding of pedagogical theory?
PowerPoint by Lani Florian
Practice-based learning for teaching assistants
The importance of developing expertise in educators that support learners with autism in SEN and mainstream schools.
Applying the principles of inclusive pedagogy in initial teacher education: from university based course to classroom action
How the key concepts of inclusive pedagogy have been embedded in a one-year initial teacher education course at the University of Aberdeen in Scotland
The Autism Champions Project aims to increase capacity within local schools by providing more in-depth knowledge of autism, combined with mentoring, to further develop inclusive provision within each setting.
This report provides an overview of the Inclusive Practice Project (IPP), a Scottish Government funded initiative to develop new approaches to Initial Teacher Education
Following recommendations made in the Salt Review (DCSF, 2010), the TDA – the core functions of which have now become part of the Teaching Agency – commissioned this set of training resources.
The position of professional development for teachers